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This paper aims to report the findings of a study into the automated text analysis of student feedback comments to assist in investigating a high volume of qualitative information at various levels in an Australian university. It includes the drawbacks and advantages of using selected applications and established lexicons. There has been an emphasis on the analysis of the statistical data collected using student surveys of learning and teaching, while the qualitative comments provided by students are often not systematically scrutinised. Student comments are important, as they provide a level of detail and insight that are imperative to quality assurance practices.

The paper outlines the process by which the institution researched, developed and implemented the automated analysis of student qualitative comments in surveys of units and teaching.

The findings indicated that there are great benefits in implementing this automated process, particularly in the analysis of evaluation data for units with large enrolments. The analysis improved efficiency in the interpretation of student comments. However, a degree of human intervention is still required in creating reports that are meaningful and relevant to the context.

This paper is unique in its examination of one institution’s journey in developing a process to support academics staff in interpreting and understanding student comments provided in surveys of units and teaching.

The paper aims to disseminate solutions to common problems in student evaluation processes. It proposes that student evaluation can be applied to quality assurance and improving learning and teaching. The paper presents solutions in the areas of: presenting outcomes as performance indicators, constructing appropriate surveys, improving response rates, reporting student feedback to students and student engagement as a feature of university quality assurance.

The research approach of this paper is comparative case study, allowing in-depth exploration of multiple perspectives and practices at seven Australian universities. Process and outcome data were rigorously collected, analysed, compared and contrasted.

The paper provides empirical evidence for student evaluation as an instrument of learning and teaching data analysis for quality improvement. It suggests that collecting data about student engagement and the student experience will yield more useful data about student learning. Furthermore, findings indicate that students benefit from more authentic inclusion in the evaluation process and outcomes.

Because of the chosen research approach, the research results may lack generalisability. Therefore, researchers are encouraged to test the proposed propositions further and apply to their own university contexts.

The paper includes recommendations at the institution- and sector-wide levels to effectively use student evaluation as a university performance indicator and as a tool of change.

This paper fulfils an identified need to examine student evaluation processes across institutions and focuses on the role of student evaluation in quality assurance.

This study aims to examine the association between workplace spirituality (WPS) and individual’s work engagement (WE) and also the mediating effect of individual’s psychological conditions [psychological meaningfulness (PSYM), psychological safety (PSYS) and psychological availability (PSYA)] on this relationship.

Grounded on Kahn’s personal engagement theory, a model has been developed with WPS as an independent variable, individual’s psychological conditions (PSYM, PSYS and PSYA) as the mediators and individual’s WE as the dependent variable. Based on the online responses from 510 millennial employees working in Fortune 500 manufacturing and service industries operating in India, analysis has been undertaken using confirmatory factor analysis, Pearson correlation and PROCESS macro of Hayes (2017).

WPS has been noted to influence individual’s WE positively and there is a partial mediation of PSYM, PSYS and PSYA on this relationship.

The present study is able to extend the scope of Kahn’s personal engagement theory.

Leaders and HR administrators can use the framework to ensure positive engagement levels for the millennial workforce. It will also help to reduce job dissatisfaction and burnouts at the workplace.

The present study contributes to understanding WE through the lens of WPS. It adds to the existing knowledge by explaining the mediation of the psychological conditions between spirituality and WE among millennials working in India. To the best of the authors’ knowledge, this study can be considered one of the first studies that has attempted to understand the role of WPS and psychological conditions on WE levels of millennials.