Katho Branding course evaluation May11
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Katho Branding course evaluation May11 Katho Branding course evaluation May11 Document Transcript

  • 
 
 Branding
101
 
 
 
 
 
 Erasmus
Course
Evaluation
 
 
 
 
 Lecturer:
Ana
ADI
 
 
 
 
 
 Session
2010/2011
 Semester
2
–
May
2011


  • At
the
end
of
the
Branding
101
course,
the
10
participating
students
were
asked
to
take
a
survey
in
order
to
evaluate
the
course
together
with
the
lecturer’s
method,
approach
 and
 enthusiasm.
 The
 evaluation
 survey
 was
 accessible
 online
 leaving
students
 with
 the
 option
 of
 taking
 it
 at
 their
 own
 pace
 and
 in
 the
 absence
 of
 the
lecturer.
 To
 avoid
 bias,
 students
 were
 asked
 to
 submit
 their
 answers
 before
 their
final
grades
were
delivered.
All
10
students
took
the
survey,
offering
responses
from
100%
of
the
course
participants.
The
 survey
 followed
 the
 same
 structure
 as
 the
 New
 Media
 Course
 the
 lecturer
 is
teaching
at
the
same
institution.

Overall,
70%
of
the
students
(7
out
of
10
respondents)
found
the
course
“very
good”
and
 while
 80%
 of
 them
 believe
 the
 “overall
 teaching
 effectiveness”
 to
 have
 been
“excellent”.
 
 1.
Overall
course
evaluation
results
 
The
students
were
also
asked
to
evaluate
specific
aspects
of
the
course
delivery
and
the
lecturer’s
activity.
Most
of
the
answers
range
within
the
excellent
and
very
good
range
 with
 the
 lecturer’s
 answer
 to
 the
 students’
 questions
 and
 lecturer’s
 use
 of
technology
 being
 rated
 at
 the
 highest
 (80%
 of
 the
 students
 votes).
 The
 lecturer’s
ability
to
present
alternative
explanations,
the
 lecturer’s
enthusiasm,
the
lecturer’s
availability
to
offer
extra
help
when
asked
and
the
method
of
inviting
guest
lecturers
to
the
talk
and
work
with
the
class
have
all
been
evaluated
as
excellent
by
70%
of
the
course
participants.


The
 quality
 of
 the
 questions
 raised
 during
 the
 course
 received
 overall
 good
evaluations
with
40%
rated
as
good,
30%
as
very
good
and
30%
as
excellent.
Taking
into
account
that
most
of
the
students
in
the
class
had
a
background
in
business
and

  • business
administration,
it
is
possible
that
the
concepts
covered
in
this
introductory
course
were
already
familiar
to
the
students.



 
 2.
Specific
course
elements
evaluation

 
 
Among
other
aspects
of
the
course
evaluated
were
the
use
of
class
time
(60%
very
good),
the
amount
learned
in
the
course
(60%
very
good),
the
reasonableness
of
the
assigned
 work
 (70%
 excellent)
 and
 the
 relevance
 of
 the
 topics
 covered
 for
 the
students’
areas
of
study
and
future
careers
(60%
excellent).
40%
of
the
participating
students
deemed
the
relevance
and
 usefulness
 of
the
 course
to
be
excellent
while
another
 40%
 found
 it
 very
 good.
 This
 suggests
 that
 even
 if
 the
 students’
 were
exposed
 to
 concepts
 of
 branding
 before,
 the
 course
 and
 its
 content
 was
 still
considered
relevant
and
managed
to
provide
students
with
new
learning
points.
This
is
 confirmed
 by
 the
 60%
 very
 good
 evaluation
 of
 the
 amount
 the
 students
considered
they
learned
in
the
course.



  • 
 3.
Other
course
dimensions
evaluated


With
regards
to
attendance,
all
responding
students
attended
all
classes.
Half
of
the
responding
students
(5
out
of
10)
expect
to
receive
an
A.


Three
qualitative
questions
were
part
of
the
survey
as
well.
They
aimed
to
determine
the
 areas
 that
 students
 most
 liked
 or
 disliked
 as
 well
 as
 identify
 elements
 that
students
would
have
wanted
the
course
to
cover.
Although
the
students
would
not
change
 the
 course,
 they
 did
 have
 several
 suggests
 towards
 improving
 it
 such
 as
providing
examples
of
both
good
and
 bad
practice
(the
course
so
far
concentrated
more
on
best
practices)
or
including
even
more
guests
into
the
course
program.



One
 suggestion
 was
 made
 to
 provide
 an
 example
 guideline
 for
 the
 final
 brand
project.
However,
taking
into
account
that
70%
 of
the
students
rated
the
clarity
of
their
responsibilities
and
requirements
as
excellent
and
taking
into
account
that
the
elements
that
were
required
for
the
final
project
were
included
in
the
syllabus
and
extensively
 explained
 in
 class,
 including
 an
 example
 case
 at
 this
 point
 would
 not
support
 further
 the
 students’
 knowledge
 nor
 provide
 them
 with
 space
 to
 express
their
creativity
and
analysis.



  • 
 4.
New
course
elements
wanted
 
 
 
 5.
Suggested
improvements
 
 
Finally,
 among
 the
 things
 the
 students
 liked
 the
 most
 were
 the
 practical
assignments,
the
guest
lecture
and
the
teaching
style.


  • 
 
 6.
“What
did
you
like
more
about
this
course”
answers
 
 
Observations
and
Conclusions:
All
the
answers
given
to
the
questions
asked
are
in
the
higher
positive
range
–
from
good
to
excellent.


The
areas
marked
the
students
as
being
excellent
(obtaining
also
the
majority
vote)
were:
 • The
overall
teaching
effectiveness
(80%)
 • The
lecturer’s
answer
to
the
students’
questions
(80%)
 • The
lecturer’s
use
of
technology
(80%)
 • The
lecturer’s
ability
to
present
alternative
explanations
(70%)
 • The
clarity
of
the
students’
responsibilities
and
requirements
(70%)

The
practical
aspects
of
the
course
were
mentioned
as
strong
points
of
the
course
and
 good
 learning
 experiences.
 The
 course
 featured
 a
 mix
 of
 problem‐based
exercises,
 student‐led
 learning
 and
 lectures
 including
 the
 observation
 of
 branding
and
purchases
behaviours
in
a
general
store
and
the
design
of
a
brand
starting
from
a
given
product.




  • It
is
notable
that
many
of
the
students
indicate
as
an
important
factor
the
lecturer’s
enthusiasm
and
support.
This
reiterates
the
potential,
if
not
the
need,
for
courses
to
be
 delivered
 in
 a
 more
 interactive
 way
 where
 students
 are
 constantly
 given
challenges
 to
 solve
 together
 with
 the
 lecturer.
 Even
 if
 students
 were
 exposed
 to
some
of
the
content
before,
the
way
in
which
the
course
was
delivered
kept
them
focused
and
interested
in
the
course.


Recommendations
and
suggestions:

Taking
into
account
the
students’
observations
and
in
an
attempt
to
make
a
link
to
the
areas
determined
in
the
course
evaluation
as
having
a
potential
for
improvement
it
is
suggested:
 • Using
 several
 brand
 cases
 to
 follow
 throughout
 the
 course
 as
 a
 way
 of
 reinforcing
theoretical
concepts
 • Increase
 the
 number
 of
 practical
 exercises
 as
 a
 means
 for
 students
 to
 discover
the
theoretical
concepts

 • Provide
more
opportunities
for
peer
learning.