Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Improving teaching and learning: the perceptions minus expectations gap analysis approach

Improving teaching and learning: the perceptions minus expectations gap analysis approach The most commonly used method ‐ the use of a formal questionnaire, administered at the end of term or end of semester ‐ is not useful for generating continuous improvement in the short term. Aims to explain the perceptions minus expectations gap analysis approach to obtain informal feedback from students and use it for formative purposes. Summarizes the reasons for the increased interest in student feedback. Describes the process of obtaining feedback to generate the perceptions minus expectations gap. Presents evidence to show that the key factors that aid or hinder learning are situational. Finally, gives an example of the application of gap analysis. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Training for Quality Emerald Publishing

Improving teaching and learning: the perceptions minus expectations gap analysis approach

Kasturi Narasimhan
Training for Quality , Volume 5 (3): 5 – Sep 1, 1997
Download PDF
5 pages

Loading next page...
 
/lp/emerald-publishing/improving-teaching-and-learning-the-perceptions-minus-expectations-gap-ynkSH6M500
Publisher
Emerald Publishing
Copyright
Copyright © 1997 MCB UP Ltd. All rights reserved.
ISSN
0968-4875
DOI
10.1108/09684879710173389
Publisher site
See Article on Publisher Site

Abstract

The most commonly used method ‐ the use of a formal questionnaire, administered at the end of term or end of semester ‐ is not useful for generating continuous improvement in the short term. Aims to explain the perceptions minus expectations gap analysis approach to obtain informal feedback from students and use it for formative purposes. Summarizes the reasons for the increased interest in student feedback. Describes the process of obtaining feedback to generate the perceptions minus expectations gap. Presents evidence to show that the key factors that aid or hinder learning are situational. Finally, gives an example of the application of gap analysis.

Journal

Training for Quality – Emerald Publishing

Published: Sep 1, 1997

Keywords: Business education; Higher education; Service quality; Students; Teachers

References

  • Moments of Truth
    Carlzon, J.
  • Learning from Audit
    HEQC
  • Quality assurance in further and higher education: a sacrificial lamb at the altar of managerialism
    Holmes, G.
  • Total quality improvement in the basic sciences: a retrospective case study
    Hunsinger, R.N.
  • How professors develop as teachers
    Kugel, P.
  • Dimensions of quality teaching in higher institutions
    Madu, C.N.; Kuei, C.‐H.
  • Learner perceptions of quality and the learner career
    Muller, D.; Funnel, P.
  • Achieving excellence in teaching: a development of a teaching and learning situation inventory
    Narasimhan, K.
  • Perceptions of teaching ‐ research nexus: a framework for analysis
    Neumann, R.
  • et al
    Parasuraman, A
  • The list format approach to diagnostic course evaluation: a basis for meaningful teaching improvement
    Pastoll, G.
  • Turmoil in success: the assessment of teaching quality
    Peter
  • Student learning and perceptions of the academic environment
    Ramsden, P.
  • What is good teaching in higher education?
    Ramsden, P.
  • Conception of teaching held by academic teachers
    Samuelowicz, K.; Bain, J. D.
  • et al
    Tiberius, R.G
  • Improving the quality of learning: the influence of learning context and the student approaches to learning on learning outcomes
    Trigwell, K.; Prosser, M.