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Although governments and universities worldwide recognise the value of study abroad as a means to prepare graduates to live and work in a globalising world, there is a wide gap between the rhetoric and reality. The reasons for this are complex, but one factor, not often discussed, is the role academics play in study abroad. This paper explores academics' perceptions of study abroad in universities within two higher education systems: Australian and Czech. Findings from both countries are considered across four themes: academics' perceived value of study abroad; ‘internationalising’ academic staff; academics' concerns about student equity and integrating study abroad into the curriculum at home. The implications for practice and further research are discussed. 相似文献
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Deanne Gannaway Teegan Green Patricie Mertova 《Assessment & Evaluation in Higher Education》2018,43(2):175-184
Australian universities have a long history of use of student satisfaction surveys. Their use has expanded and purpose changed over time. The surveys are often viewed as distorted by external influences such as discipline context, class size and year level of participants. This paper reports on the results of a large-scale investigation interrogating the influence of class size on student satisfaction ratings. The investigation was conducted at a large, comprehensive, research-intensive Australian university. It drew on the data from a survey administered to all students in all units of undergraduate and postgraduate study conducted across the university over four semesters. Data were collated into four class size categories. This categorised data were subjected to statistical analyses. This paper discusses the approach taken, the results of the analysis and their implications for student evaluation of teaching and learning. 相似文献
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