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1 – 10 of over 39000Donald Ace Morgan, John Sneed and Laurie Swinney
This article examines the perceptions of both administrators and faculty relating to the validity of student evaluations and the existence of possible biasing factors. The results…
Abstract
This article examines the perceptions of both administrators and faculty relating to the validity of student evaluations and the existence of possible biasing factors. The results indicate that administrators believe student evaluations measure teaching effectiveness to a greater degree than faculty, while faculty members believe their personality is the primary determinant of ratings on student evaluations. Faculty also believe that the type of course, the work load of a course, and the grade distribution of a course have a larger impact on student evaluations when compared with administrators’ beliefs.
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Sanobar Siddiqui and Camillo Lento
This study explores the implementation of two Association to Advance Collegiate Schools of Business (AACSB) standards by business schools across Canada and the US. First, this…
Abstract
Purpose
This study explores the implementation of two Association to Advance Collegiate Schools of Business (AACSB) standards by business schools across Canada and the US. First, this study examines how teaching effectiveness is defined and measured in light of Standard 7 (Teaching Effectiveness and Impact). Second, this study explores the value of research on teaching and learning in relation to Standard 8 (Impact of Scholarship).
Design/methodology/approach
This study adopts a thematic analysis framework based on data obtained from an online survey, semi-structured interviews, and policy documents.
Findings
The results reveal that business schools rarely define teaching effectiveness; instead, they adopt various measures to evaluate teaching effectiveness. The results reveal that research on teaching and learning alone usually does not lead to tenure; however, it is valued if part of a portfolio that includes discipline-specific research. Lastly, this research highlights a stigma associated with research on teaching and learning relative to discipline-specific research.
Practical implications
This study introduces a comprehensive and integrated teaching evaluation framework that can be adopted to define teaching effectiveness and elevate the teaching function. In addition, the authors argue that business schools should nurture a niche set of academics that holds PhDs in their respective disciplines and are education experts to increase the production of research-informed instructional strategies curated for business schools.
Originality/value
This is the first study to explore how AACSB standards related to teaching effectiveness and research on teaching and learning are interpreted and implemented at AACSB accredited business schools.
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Lakshmy Mohandas, Nathalia Sorgenfrei, Lauren Drankoff, Ivan Sanchez, Sandra Furterer, Elizabeth Cudney, Chad Laux and Jiju Antony
This study aims to identify critical online teaching effectiveness factors from instructors’ perspectives and experiences during COVID-19.
Abstract
Purpose
This study aims to identify critical online teaching effectiveness factors from instructors’ perspectives and experiences during COVID-19.
Design/methodology/approach
This study used a qualitative phenomenology approach. In addition, the research used a snowball sample to identify faculty in the engineering and engineering technology fields with experience in online teaching and learning. All interviews were conducted online by the researchers. The interview questions were based on findings in the current literature. Further, the questions were open-ended.
Findings
The analysis identified eight major themes that impact online teaching effectiveness: class recordings; course organization; collaboration; engagement; exam, assignment and quiz grades; games; valuable course content; and student timely feedback and response.
Research limitations/implications
The study was not designed to be generalizable to the entire population of professors who teach online classes but to gain insights from faculty who taught online courses during the COVID-19 pandemic.
Practical implications
Faculty can use the factors identified for online teaching effectiveness to enhance their course design and delivery while teaching online or blended courses.
Originality/value
This research provides insights into factors that impact online teaching effectiveness during the COVID-19 pandemic.
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Chia-Yen Ma, Kuo-Ching Wang, De-Yen Liu and Ting-Ching Lai
The research aims to discuss technical and vocational students' long-term and complete evaluation of learning effectiveness under school-wide thematic teaching design.
Abstract
Purpose
The research aims to discuss technical and vocational students' long-term and complete evaluation of learning effectiveness under school-wide thematic teaching design.
Design/methodology/approach
This study adopted a mixed qualitative and quantitative approach to measure the learning effectiveness of thematic teaching in technical vocational schools using the Kirkpatrick model. Qualitative research conducted in-depth interviews with 32 interviewees, including students, parents, teachers, graduate alumni and the supervisors of off-campus internship units. Quantitative research conducted a questionnaire survey on vocational students. A total of 221 valid questionnaires were collected. In addition, this research conducts another quantitative survey on cooperative enterprises to compare the actual effect of the implementation of the school-wide thematic teaching students with the others, and a total of 35 valid questionnaires were collected.
Findings
The results of the research found that the effectiveness of thematic teaching method can achieve the expected goals of each level of Kirkpatrick model. The students taking thematic teaching are significantly better and fitting in the industry expects. Therefore, this research suggests the comprehensive introduction of school-wide thematic teaching to other school operators.
Originality/value
This research is the first study used the Kirkpatrick model to evaluate the effectiveness of school-wide thematic teaching design in hospitality education and providing a practical case for schools. This research combined qualitative and quantitative research methods to investigate the effectiveness of the teaching method through multiple perspectives. Through the feedback from supervisors of the hospitality industry, the school-wide thematic teaching design provides a good foundation for technical and vocational graduates.
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Bassem E. Maamari and Youssef N. Salloum
The purpose of this paper is to answer two basic research questions: “Does high emotional intelligence affect teaching effectiveness at universities?” and “What role do…
Abstract
Purpose
The purpose of this paper is to answer two basic research questions: “Does high emotional intelligence affect teaching effectiveness at universities?” and “What role do personality traits play in moderating that relationship?”
Design/methodology/approach
The paper is a quantitative study using self-reporting questionnaires on 410 students and 32 faculty members. The resulting relationships and model fit are confirmed using SEM.
Findings
The paper shows the importance of high emotional intelligent teachers in universities to increase teaching effectiveness. The paper also shows that the personality traits of the teacher moderate this positive relationship.
Research limitations/implications
The study uses students' responses. Students might negatively assess their professors for different purposes. This puts in question the reliability of student ratings, especially when taking into consideration students' mood.
Practical implications
The paper makes two major recommendations to universities. The first recommendation is to hire emotionally intelligent teachers. The second recommendation is to conduct emotional intelligence workshops for existing teachers in order to improve their EI skills. Both recommendations will increase teaching effectiveness, therefore, better learning and a higher chance of better students' academic achievement, better teacher-student relationship, higher students' satisfaction and better university environment/teaching reputation.
Originality/value
The research model is tested for the first time in the Lebanese higher educational sector.
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Earl Simendinger, Abdul-Nasser El-Kassar, Maria Alejandra Gonzalez-Perez, John Crawford, Stephanie Thomason, Philippe Reynet, Björn Kjellander and Judson Edwards
Determining the attributes of effective business teachers is critical to schools as they strive to attract and retain students, assure learning, obtain and maintain reputation and…
Abstract
Purpose
Determining the attributes of effective business teachers is critical to schools as they strive to attract and retain students, assure learning, obtain and maintain reputation and accreditations, and place their alumni in the competitive job market. The purpose of this paper is to examine students and faculty perceptions of teaching effectiveness in five culturally disparate countries: Colombia, France, Lebanon, Sweden, and the USA.
Design/methodology/approach
A survey was designed based on previous research complemented by an extensive literature review as well as personal communications with faculty in different international business schools. The survey considered 39 teaching attributes related to three specific dimensions: class delivery, class preparation and design, and instructional traits and personal characteristics. The survey targeted students and faculty from seven business schools located in five countries.
Findings
This study offers new conceptual and analytical analyses from a cross-country comparative perspective. Rankings of the importance of perceived teaching attributes for both major groups involved in the teaching of business, faculty and students, are reported. The attributes are also ranked by teaching taxonomy and examined across countries.
Practical implications
This study provides practical results that can be useful to instructors wishing to increase their teaching effectiveness and to universities considering revising their student evaluation forms.
Originality/value
This study includes data collected from faculty and students from several schools located in culturally disparate countries and, thus, increases the applicability of the results in a cross-cultural manner and provides implications for practice internationally.
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Kokin Lam and Xiande Zhao
Over the years, many teaching methods and techniques have been suggested and used in university teaching. However, the effectiveness of these teaching techniques and methods has…
Abstract
Over the years, many teaching methods and techniques have been suggested and used in university teaching. However, the effectiveness of these teaching techniques and methods has not been carefully evaluated. We propose and test a methodology for identifying different teaching techniques and for evaluating their effectiveness in achieving educational objectives from students’ perspective. This paper demonstrates how quality function deployment (QFD) and analytic hierarchy process (AHP) are used in identifying teaching methods and techniques and in evaluating their effectiveness in achieving educational objectives.
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Jiju Antony, Stavros Karamperidis, Frenie Antony and Elizabeth A. Cudney
The purpose of this paper is to demonstrate the power of experimental design as a technique to understand and evaluate the most important factors which influence teaching…
Abstract
Purpose
The purpose of this paper is to demonstrate the power of experimental design as a technique to understand and evaluate the most important factors which influence teaching effectiveness for a postgraduate course in a higher education (HE) context.
Design/methodology/approach
The methodology involves the execution of a case study in the form of an experiment in a business school setting. The experiment was carried out with the assistance of over 100 postgraduate students from 26 countries. The data were collected over a two year period (2015 and 2016) from a postgraduate course offered by the same tutor for repeatability reasons.
Findings
The key findings of the experiment have clearly indicated that students’ perceptions of teaching effectiveness based on intuition and guesswork are not identical to the outcomes from a simple designed experiment. Moreover, the results of the experiment provided a greater stimulus for the wider applications of the technique to other processes across the case study HE sector.
Research limitations/implications
One of the limitations of the study is that the experiment was conducted for a popular postgraduate course. It would be beneficial to understand the results of the experiment for less popular postgraduate courses in the university in order to drive improvements. Moreover, this research was conducted only for postgraduate courses and the results may vary for undergraduate courses. This would be an interesting study to understand the differences in the factors between undergraduate and postgraduate teaching effectiveness.
Practical implications
The outcome of this experiment would help everyone who is involved in teaching to understand the factors and their influences to improve students’ satisfaction scores during the delivery of teaching.
Originality/value
This paper shows how experimental design as a pure manufacturing technique can be extended to a HE setting.
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Elizabeth A. Cudney, Somer Anderson, Robbie Beane, Sandra Furterer, Lakshmy Mohandas and Chad Laux
Teaching effectiveness is essential to student learning, engagement and success. This study aims to identify the perceived teaching effectiveness attributes from the student’s…
Abstract
Purpose
Teaching effectiveness is essential to student learning, engagement and success. This study aims to identify the perceived teaching effectiveness attributes from the student’s perspective through a pilot study.
Design/methodology/approach
A comprehensive literature review identified 6 demographic and 25 teaching effectiveness characteristics. The Kano model was used to gather and analyze the student’s voices. The research validated the survey instrument using Cronbach’s alpha to ensure internal consistency and Chi-square goodness of fit to test the data distribution. Differences in response patterns were analyzed using Fisher’s exact test. Furthermore, the magnitude of the effect between the teaching effectiveness attributes was determined using Cramer’s V test.
Findings
This study determined that students perceived 19 attributes as one-dimensional, 3 as indifferent, 2 as attractive and 1 as one-dimensional and attractive. The analysis found differences in response patterns concerning readings and materials, grading rubrics to set assignment expectations and group/teamwork on projects.
Research limitations/implications
As a pilot study, the sample size was small. Additional research should validate the survey using a larger sample. While the study results are specific to the college surveyed, other educators can use the methodology to identify the attributes important to their students.
Practical implications
Categorizing attributes based on the student’s voice enables instructors to focus on attributes that will improve the learning experience.
Originality/value
This research provides a comprehensive methodology for identifying critical teaching effectiveness attributes from the student’s perspective.
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Anne Podolsky, Tara Kini and Linda Darling-Hammond
The purpose of this paper is to summarize the key findings from a critical review of relevant US research to determine whether teachers, on average, improve in their effectiveness…
Abstract
Purpose
The purpose of this paper is to summarize the key findings from a critical review of relevant US research to determine whether teachers, on average, improve in their effectiveness as they gain experience in the teaching profession.
Design/methodology/approach
This paper is based on the authors’ review of 30 studies published since 2003 that analyze the effect of teaching experience on student outcomes in the USA.
Findings
The authors find that: teaching experience is positively associated with student achievement gains throughout much of a teacher’s career; as teachers gain experience, their students are more likely to do better on measures of success beyond test scores; teachers make greater gains in their effectiveness when they teach in a supportive, collegial environment, or accumulate experience in the same grade, subject or district; and more experienced teachers confer benefits to their colleagues.
Originality/value
A renewed look at this research is warranted due to advances in methods and data systems that have allowed researchers to examine this question with greater sophistication.
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