Navigating authentic voice within an era of ‘automated telling’: A call to action

Background/Context: Student satisfaction (SS) is a crucial indicator of educational quality (Kornell, 2020) and plays a pivotal role in influencing resource allocation to universities (Wong & Chapman, 2023). There is a positive correlation with SS, engagement, retention and performance (Conner, 2011). Thus, understanding and enhancing SS is essential. Whilst a range of factors have been identified as predictors of SS, the existing literature primarily relies on SS surveys (Than & Khaing, 2020), providing limited insights into specific learning and teaching practices that foster SS. Description: This qualitative study aimed to identify the learning and teaching practices contributing to SS, as perceived by staff, whose subjects obtained high SS ratings in 2021, at an Australian university. Method: Online semi-structured interviews were conducted with 13 subject coordinators, whose subjects achieved high SS ratings. Interview questions explored the subject coordinators perspectives on the learning and teaching practices contributing to high SS. Interview transcripts were recorded, transcribed and analysed following Braun and Clarke’s (2006) thematic analysis process. Evidence: The nine themes identified include: best practice in subject design/delivery, setting clear expectations for engagement, providing diverse learning resources, incorporating authentic learning experiences, scaffolding, fostering social connections, establishing genuine connections with students, sourcing quality teaching staff with appropriate training, and creating safe/supportive learning environments. A potential limitation is the use of SS ratings which can be biased by factors unrelated to teaching quality. In addition, excluding staff with lower SS ratings leaves uncertainty about whether these actionable strategies were implemented, and if implemented their level of success. Contribution: The identified themes present actionable strategies for staff aiming to enhance SS and teaching quality. This study contributes valuable insights for higher education, from subject coordinators’ perspectives. Engagement: Reflective questions - Which strategies are you currently using in your subject/course? Which strategies would you like to implement? Why?