Multidimensional quantitative analysis of a 360-degree feedback surveyed in practical industrial engineering sessions

Abstract

Initiative and proactiveness shown by students during engineering lectures is usually very limited. However, unlike in theoretical lectures, students usually show high levels of interest in practical laboratory sessions. In order to address increasing dropout from engineering courses, as well as decreased enrollment, the present study aims to quantitatively analyze the impact of a 360-degree feedback survey for evaluating practical sessions. Analysis was conducted overall and as a function of different groupings in industrial engineering students. The aim of this was to address a number of objectives. Firstly, the study aimed to engage students in the evaluation process and, secondly, identify satisfaction with 360-degree feedback as a function of different groupings, whilst, at the same time, gathering opinions about the fairness of each evaluation type. To this end, a methodology based on the application of 360-degree feedback was applied and a 23-question survey was administered. The following three stages were followed for the 360-degree feedback evaluation process: co- (between students), self- (the student themself) and hetero-evaluation (lecturer). Initially, a questionnaire was designed and validated using confirmatory factor analysis. Responses were analyzed as a function of 4 groups: module (one first- and one third-year module), evaluation type, sex (male or female) and degree level (BSc or MSc). The most appropriate weighting to be applied to each evaluation in order to produce a final overall score was also analysed. This suggested optimal values of 50%, 30% and 20% for the hetero-, co- and self-evaluations, respectively. Additionally, outcomes revealed a high degree of satisfaction for all analysed groupings and pointed to a high level of maturity in participating students.