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Purpose: The need to enhance student support is evident in higher education (HE) curricula. In addition to the complications created by the COVID-19 pandemic, the current strategies used in academia are criticised for their lack of appropriate student support in HE. The study focused on the themes under section four of the National Student Survey (NSS): availability to contact tutors, receiving good advice and guidance, and availability of good advice. The study aimed to provide recommendations for enhancing academic support by developing drivers that need implementation during course delivery. Methodology: A documental analysis and a qualitative survey were adopted for this study. A documental analysis of 334 mid-module reviews (MMRs) from levels three to six students in the Built Environment (BE) discipline. Critical themes identified from the MMRs were fed forward in developing a questionnaire for academics. A sample of 23 academics, including a Head of school, a Principal lecturer, Subject leads and lecturers, participated in the questionnaire survey. Content analysis is adopted through questionnaire data to develop drivers to enhance academic support in BE. These drivers are then modelled by Interpretive Structural Modelling (ISM) to identify their correlation to NSS section four themes. A level partition analysis establishes how influential they are in enhancing academic support. Findings: The study identified nine drivers, two categorised as fundamental, two as significant, four as important, and one insignificant in enhancing academic support in HE. Module leaders'/tutors' improving awareness and detailing how academic support is provided were identified as fundamental. Differentiating roles in giving advice and the importance of one-to-one meetings were identified as significant. A level partitioning diagram was developed from the nine drivers to illustrate how these drivers need to be implemented to promote the best practices in academic support in HE. Pra

Purpose: Lack of appropriate student support and drawbacks in academic progression signify the importance of enhancing assessment and feedback in higher education (HE). Although assessment and feedback are significant in HE, minimal empirical research holistically explores the best practices. This study aims to address the niche and develop a decisive guideline for enhancing assessment setting and feedback provision within HE curricula. Methodology: A systematic approach was taken to obtain data for the study: a literature review underpinning the thematic content analysis of study documents, followed by semi-structured interviews. Document analysis contained: 1.) Mid-Module Reviews (MMRs)/ student feedback 2.) Rubrics used in assessment 3.) Formative/summative feedback provided for the graded work. Documental analysis informed the key attributes of the semi-structured interview. Interpretive Structural Modelling (ISM) analysis identified the influence and reliance of each driver. Findings: The study revealed 15 drivers, four fundamental, six significant and five important, in enhancing assessment and feedback. The level partitioning from the ISM analysis established that all assessment and feedback needs to be underpinned by the university policy and fed into the assessment regime and marking scheme. The study identified that NSS results were significantly improved due to implementing said drivers compared to the national and sector benchmarks. Practical implications: The developed drivers enable the best practices in assessment setting and feedback provision. The level partition diagram can be employed as a decisive guideline or a provisional framework in assessment and feedback provision for quality assurance in HE. Originality/Value: This study is one of, if not the only, to develop a guideline signposting drivers and their influence and reliance to enhance assessment and feedback in a holistic HE setting. The developed drivers and the level partition diagram bri

Purpose The issues in the current Built Environment Higher Education (BEHE) curricula recognise a critical need for enhancing the quality of teaching. This paper aims to identify the need for a best practice in teaching within BEHE curricula and recommend a set of drivers to enhance the current teaching practices in the Built Environment (BE) education. The study focused on Section 1 of the National Student Survey (NSS) – Teaching on my course, with a core focus on improving student satisfaction, making the subject interesting, creating an intellectually stimulating environment and challenging learners. Design/methodology/approach The research method used in this study is the mixed method, a document analysis consisting of feedback from undergraduate students and a closed-ended questionnaire to the academics in the BEHE context. More than 375 student feedback were analysed to understand the teaching practices in BE and fed forward to developing the closed-ended questionnaire for 23 academics, including a Head of School, a Principal Lecturer, Subject Leads and Lecturers. The data was collected from Architecture, Construction Management, Civil Engineering, Quantity Surveying and Building surveying disciplines representing BE context. The data obtained from both instruments were analysed with content analysis to develop 24 drivers to enhance the quality of teaching. These drivers were then modelled using the interpretive structural modelling (ISM) method to identify their correlation and criticality to NSS Section 1 themes. Findings The study revealed 10 independent, 11 dependent and three autonomous drivers, facilitating the best teaching practices in BEHE. The study further recommends that the drivers be implemented as illustrated in the level partitioning diagrams under each NSS Section 1 to enhance the quality of teaching in BEHE. Practical implications The recommended set of drivers and the level partitioning can be set as a guideline for academics and other acade

Purpose – Persistent critical issues in Built Environment Higher Education (BEHE) curricula may need to be addressed by improving course organisation and management. In addition to the implications of the COVID pandemic, issues such as inadequate communication and lack of contemporary and innovative practices integrated with course delivery have resulted in a gap for Course organisation and management. The purpose of this study is to recommend a set of drivers that can assist academics and academic institutions in improving course development, organisation and management in the BEHE context. Thus, the study focused on three themes: course organisation and administration, timetabling, and course communication. Methodology- A systematic approach was taken to obtain data, where a documental analysis and a close-ended questionnaire were adopted as data collection instruments. The documental analysis considered 334 Mid Module Reviews (MMRs) generating data from architecture, construction management, civil engineering, surveying and real estate students. Content analysis was used to identify critical themes within the MMRs and develop a closed-ended questionnaire. Twenty academics from each discipline completed the questionnaire. Eight drivers were developed from the data obtained from both MMRs and questionnaires. Content Analysis and Interpretive Structural Modelling (ISM) were applied to identify the relationship between the drivers. Finally, these drivers were categorised by their level of influence and reliance to highlight how they contributed to improving course organisation and management. Findings – The study revealed eight drivers that can improve course organisation and management in the BEHE context. The study found that using Virtual Learning Environments (VLE) and communication are fundamental in course organisation and management. Practical implications: This research paper suggests drivers to improve how academics and academic institutions organise and man