Going beyond metric-driven responses to surveys: evaluating uses of UKES to support students’ critical reflection on their learning gain
Genuine engagement by academic staff and students in reflective practice in a time of great institutional pressure and a neo-liberal agenda for more metrics driven practice has become increasingly difficult to set time aside for. While more and more feedback is being requested on teaching practice,...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Taylor & Francis Group
2019-01-01
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| Series: | Higher Education Pedagogies |
| Subjects: | |
| Online Access: | http://dx.doi.org/10.1080/23752696.2019.1672359 |