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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.

The government of Ghana since independence has undertaken steps to develop educational infrastructure setup. This notwithstanding, the educational sector is beset with challenges such as low-quality education and low enrolment rates in Senior High Schools (SHS) of children from large households, among others. Given the myriad of challenges bedevilling the education sector, there have been calls for collaboration among public leaders to promote education. The paper, therefore, examines traditional leaders' roles in promoting quality education in Ghana.

Through a desk review approach, the study examines the role of traditional leaders in promoting quality education in Ghana. This approach was adopted due to its flexible nature.

The study found that traditional leaders have provided educational materials and resources to deprived schools. They have established scholarship schemes for needy but brilliant students, promoted gender parity in education, constructed educational facilities and promoted a healthy teaching environment.

The paper provides stakeholders in Ghana’s educational sector with the opportunity to review educational policies and include traditional leaders to influence educational policies. The recommendations call for support from the GETFUND and Scholarship Secretariat of Ghana to assist community-initiated projects and scholarship schemes established by traditional leaders.

The paper provides evidence to support the importance of traditional leadership, which has come under criticism from a democratisation perspective in contemporary times.

The purpose of this paper is to review and highlight some recent examples of embedding education for sustainable development (ESD), within science and related curricula in ways that are meaningful and relevant to staff and students and reflect on different embedding strategies and discourses.

A review of recent selected UK and international teaching and learning practice drawing on an expert workshop and link to wider debates about student competencies and embedding ESD in the curriculum.

There are a number of practical ways of bringing sustainable development into science, technology, engineering and mathematics (STEM) related subjects. Successful implementation requires linking teaching activities to the core activities of the STEM discipline. Reformist approaches to curriculum re‐orientation are more likely to be successful than calls for radical, transformational models.

Embedding ESD into the core curricula of STEM subjects is potentially difficult. This paper highlights practical ways of doing this which can be adopted and introduced within the mainstream of STEM curricula and have a greater chance of being taken up than bolt‐on approaches.

The treatment of ESD in STEM subjects is relatively under‐developed compared to social sciences, humanities and subjects allied to environment. The economic and social significance of STEM subjects means that STEM‐related subjects are integral to sustainable development and therefore STEM education must be re‐oriented to sustainable development.

The purpose of this paper is to describe a concentrated strategy to embed sustainability teaching into a (chemical) engineering undergraduate curriculum throughout the whole programme. Innovative teaching approaches in subject‐specific context are described and their efficiency investigated.

The activities in chemical engineering include a week‐long module introducing fundamentals of chemical engineering in the first year, a number of industrially relevant case studies within enquiry based learning (EBL) that have a great societal impact. Information regarding the transition towards EBL, the case studies on fuel cell effectiveness and sustainable plant design are provided in this contribution. Emphasis is placed on the methods of assessment of student learning, and evaluation of student preferences of delivery is included. Student focus groups and diamond ranking are used to evaluate the effectiveness of delivery.

Focus groups and diamond ranking have confirmed that students appreciate that sustainable development is a key issue for future engineers to understand and the case study workshops are a realistic, enjoyable and effective teaching method.

The paper describes the authors' efforts to embed sustainability into a curriculum from week 1 of chemical engineering curriculum, as well as providing input on sustainability into the curriculum of the remaining engineering disciplines. These approaches can be useful for other engineering higher education providers in ensuring effective sustainability education.

The aim of this study is to develop and empirically test an integrated model incorporating the antecedents and consequences of service quality in a higher education context.

This research employed both qualitative and quantitative research methods. The data from three focus groups, conducted at the Central Queensland University (CQU), Rockhampton, Australia, generated key themes and their interrelationships. The theoretical model was then tested using structural equation modelling technique on a sample of 528 university students.

The findings show that information (marketing communications) is more statistically significant than past experience as the antecedents of service quality. The consequences of service quality are composed of trust, satisfaction, and image. Overall, the results suggest a good validity of the theoretical model and the key paths in the model are found statistically significant, except past experience affecting service quality.

The model provides a good explanation of a university brand image, and perceived service quality was found playing an important role in this model. Universities intending to enhance their image are encouraged to consider focusing their efforts on marketing communication information, service quality, student satisfaction and trust.

The purpose of this paper is to find out what the Greek library and information science (LIS) students want from their studies concerning the use of Web 2.0 in education. Based on the results of this study, this paper will seek to identify problems and propose solutions that will tackle students' needs and improve the quality of their studies.

A web‐based questionnaire was distributed to students of the Library Science and Information Systems (LSIS) Department of ATEI of Thessaloniki, Greece. Students had to answer 61 questions, divided into ten sections about Web 2.0 tools. First, they were asked to state the knowledge and personal experience on Web 2.0 tools and then to express their views for the LIS curriculum and the use of Web 2.0. Interviews with four members of staff from the LSIS Department were followed in order to review the research findings and express their views concerning Web 2.0 and LIS education.

This research revealed that most of the students are aware of the majority of Web 2.0 tools. Thus, they are willing to attend training concerning Web 2.0 because they believe this will enrich their knowledge on the subject. Blogs and wikis are the first choices of the tools they would like to learn about. Students believe that computer scientists are more qualified to teach Web 2.0 tools, while some respond that cooperation between librarians and computer scientists will be to the benefit of the profession. As advantages of using Web 2.0 they name acquiring new knowledge and facilitation with the assignments. The faculty staff have positive views introducing Web 2.0 tools in classes as a way of communicating with students but they feel that it is too early for these tools to play a learning role in LIS teaching.

The implementation of Web 2.0 in schools, especially LIS departments, is very important nowadays. There are only a few studies about Web 2.0 in Greece. This study will help LIS faculty to understand students' needs about Web 2.0 in order to improve their units and LIS curriculum and adopt Web 2.0 applications to their classes. On the other hand this research records for the first time the views of the Greek faculty members concerning Web 2.0 and social networks.

The literature on non-traditional classroom environments claims that the changed emphasis in higher education teaching from the lecturer to students has intensified the global focus on student-centred learning, prompting colleges and universities globally to introspect, re-examine, and re-structure their pedagogical approaches in an attempt to align with national educational policies, and to position themselves favourably with potential students in an increasingly competitive higher education environment. This is an environment that now relies heavily on digital learning technologies, which has provoked scholars such as Heick (2012) to perceive the change to the virtual as one that makes higher education institutions accessible from anywhere – in the cloud, at home, in the workplace, or restaurant. The COVID-19 crisis has reinforced the need for this flexibility. These forces have put universities and colleges under pressure to implement new teaching approaches in non-traditional classroom settings that are appropriate for, and responsive to, the COVID-19 crisis and students in terms of learning and social support. This chapter identified and appraised key teaching approaches. It is evident that there are three key teaching approaches that higher education institutions have adopted for delivering learning in an emergency and in a student-centred fashion. The three approaches, which include the time and place dispersion, transactional distance, and collaborative learning approaches, embrace social support because they are grounded in social constructivism. Academics need to be fully committed to the role of social support giving – that is, emotional, instrumental, informational, and appraisal support – in order to foster student wellbeing and cognitive development as students learn together but apart in non-traditional classrooms. The hurried manner in which teaching and learning practices in many higher education institutions have been moved to the online format has led academics to violate many key principles of the approaches they have adopted. And this situation is borne out in the case study discussed in Chapter 8 of this volume. A review of current remote teaching and learning practices is required if academics are to embrace the full principles of the approaches that are appropriate for teaching and learning in non-traditional classroom contexts.

The internationalisation of academia has significantly altered the higher education environment. Interactions between academic staff and students from a range of social, political and cultural backgrounds are now commonplace. Within this context, it is important to explore the professional and personal impact of internationalisation on academics and academic environments. This chapter synthesises the global literature on academic mobility and migration through the lens of personal reflections by three international academics at an Australian-based university. The reflections focus on the complexities of transitioning to a new academic environment, the unique challenges often encountered by international academics, and how these impact on their teaching and research experiences as well as on their professional identity. The nature of the adjustments and changes in lifestyle that academics make when transitioning to an overseas academic environment are explored, with reference to implications for future developments in academic mobility.

This study draws on the experiences of a consortium of UK universities seeking to enhance the quality of undergraduate building education. Their initiative called, student‐centred learning in construction education (SLICE) was funded by the UK government to improve student learning by inspiring and equipping lecturers to develop effective student‐centred learning activities. The benefits of student‐centred and flexible learning are explored and the projects' outputs are described in general. One of the outputs, the “Building Pathology Lecturers' Toolkit” is examined in depth. A review of its content reveals that to be a valuable and practical resource for lecturers, providing them with guidance and ready‐to‐use yet adaptable exemplar learning materials for students. The potential impact of this toolkit and the toolkit programme generally is scrutinised using feedback data from lecturers and students, concluding that the flexible format and content offers considerable opportunities to enhance learning in the building pathology field.

The purpose of this paper is to provide a critical analysis of the Standard of Quality for higher education institutions in Vietnam which was developed in response to an urgent call for a fundamental reform to enhance the quality of educational provision, particularly of teaching and learning.

The standard and some related legislative documents such as the Education Act 2005 and the national curriculum frameworks are critically reviewed against a student‐centred approach in education, the theory of constructive alignment, and definitions of quality. In addition, the experiences of the second author, who was involved in the first phase of the Accreditation Program, proved to be invaluable in shedding light onto the evaluative criteria proposed in the standard.

While the establishment and development of the standard have been welcomed as the right step in addressing quality‐related concerns across the sector, its evaluative criteria do not appear to point in the right direction. Throughout the standard, criteria on outcomes of student learning are not given due priority. Owing to the lack of emphasis on the presence of students and their learning – core components in any educational activities – it seems less likely that implementation of this standard will lead to radical changes towards a student‐centred approach in teaching and learning.

Analysis presented in the paper lends itself to examination of the decision making process concerned with quality assurance and its implementation. Lessons learned from Vietnam in this quality assurance exercise may be useful for countries seeking to adopt a similar approach.