ABSTRACT
This chapter examines ways in which student survey data may be used to shape the priorities and approaches of academic development units and their work. In particular, the chapter focuses on survey data relating to students’ evaluative feedback on their learning experiences, rather than on broader student satisfaction surveys, though it is acknowledged that such a distinction is not always feasible given the strong connections between all elements of students’ experiences both within and beyond the formal curriculum (Krause, 2007; Krause and Coates, 2008). Examples are drawn from student experience surveys currently in use, particularly in the UK and Australia, and the possibilities they offer for enhancing the work of academic development in a rapidly changing higher education context.
