Which challenges do Student Experience and Engagement Surveys (SEESs), and surveys in general, encounter? Which recommendations for SEES governance and management can be made? Which are the main advantages and disadvantages of SEESs? Are centralised, nationwide SEESs an advantage as compared to individualised, institution-based SEESs?
To address these issues, the present study intends to give a ... [Show full abstract] pragmatic overview and assessment of approaches based on reports of well-established SEES initiatives and contemporary research literature focussing on the validity and reliability of SEESs data for quality assurance, quality management and evidence-informed organisational change and development and SEESs as part of student lifecycle (data) analytics.
Methodologically, the study is conceived as a systematic review of selected available SEES initiatives material and contemporary research literature. The study also borrows from qualitative and comparative text and concept analysis.
The paper is divided as follows: Chapter 2 presents a SEE definition, puts SEESs in context and gives an analytic overview over the four selected international SEES initiatives. Based on this analysis, epistemic, methodological and ethical challenges for surveys, particularly SEESs, are discussed in Chapter 3. Finally, Chapter 4 introduces consequent recommendations for SEES governance and management, while Chapter 5 summarises basic advantages and disadvantages of SEESs.