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Founded in 2003, the Esprit school of engineers has long operated with small numbers (200 to 300 students) which has enabled it to provide its students with quality training and guarantee employability for most of its graduates.
With 1656 students currently enrolled, and 78 teachers working within the establishment, the school has entered the massification phase. This therefore requires a pause for reflection and adjustment because any uncontrolled massification risks damaging the quality of the training. This is all the more imperative since the school has opened up since 2005 to an international clientele, notably African. This openness towards a fairly demanding clientele is pushing it today to adopt a policy of “accountability” and transparency guaranteeing the quality and loyalty of its clientele.
Thus, the regular evaluation of teaching practices, the innovation of these practices, the improvement of the student support rate, can be excellent avenues for safeguarding the quality of student training within the school, build customer loyalty and gain new market share in an increasingly competitive sector.
This paper focuses on the first phase of this innovative approach: the evaluation of teachings and teaching practices of teachers, through a satisfaction survey. This approach is also part of an international educational trend which is interested both in the evaluation of teaching at the university (which has long been sheltered from educational inspection) and in the quality approach in higher education (De Ketele, 2007).
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