Seeking an educational Utopia: an alternative model for evaluating student Learning Gain

ABSTRACT

Across the Higher Education sector, there is growing interest regarding the ‘value for money’ of a university education, and in response to this, universities may need to consider how to evaluate the perceived learning of students alongside their actual learning. Learning Gain maybe helpful in this regard, but there is currently no agreed method for evaluating the Learning Gain achieved, or perceived, by any particular student. This paper discusses a new model that can be used for evaluating such student perceptions. The model itself considers both the Distance Travelled (explicit knowledge) and the Journey Travelled (tacit knowledge) reported by students. The model employs a self-certified reflective survey method. A study, using a cohort of final year undergraduate dissertation students is undertaken to evaluate the potential usefulness of this model. The primary results obtained from this study provide an interesting perspective on how students perceive their own learning, which in turn has implications for understanding how our own teaching is viewed by students. The outcome of this research is that further testing is recommended using a wider variety of courses, and larger cohorts of students.

KEYWORDS:

• Marketisation
• student learning gain
• higher education
• continuous improvement
• distance travelled
• journey travelled

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Martyn Polkinghorne

Martyn Polkinghorne has a PhD in Knowledge Management. At Bournemouth University, he is a Principal Academic in the Faculty of Management and an Education Excellence Theme Leader. Martyn was previously Head of Education and Professional Practice for Business and Management undergraduate programmes, and before that Knowledge Transfer Programmes Centre Manager for Bournemouth University and Head of Innovation and Start-up programmes at the University of Plymouth. He had an earlier career delivering business support and knowledge management solutions to the public and private sectors. Current research interests include the evaluation of student learning and the education of students to improve their relevance to business and industry. Martyn is a Senior Fellow of the Higher Education Academy and one of the first UK Council for Graduate Education (UKCGE) Recognised Research Supervisors.

Gelareh Roushan

Gelareh Roushan has a PhD in Business Process Re-Engineering. At Bournemouth University, she is currently an Associate Professor and Head of the Centre for Fusion Learning Innovation and Excellence. Gelareh was previously Director of Accreditation, Deputy Dean for Education, Head of Department, Director of MBA, Associate Dean for e-Learning, Associate Dean for Education and Head of Undergraduate Programmes following an earlier career in the insurance sector. Current research interests include student learning and the use of technology enhanced teaching methods. Gelareh is a Senior Fellow of the Higher Education Academy.

Julia Taylor

Julia Taylor has a PhD in Media History. At Bournemouth University, she is Academic Manager for the Doctoral College and is responsible for the University’s portfolio of postgraduate research degrees. Julia was previously Research and Enterprise Operations Manager for Bournemouth University following an earlier career as the managing editor in electronic academic publishing sector. Current research interests include the early years of the BBC, postgraduate student mental health, academic impact, and the evaluation of postgraduate student learning. Julia is a Senior Fellow of the Higher Education Academy.