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1 – 10 of over 49000Donald 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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Rachael Gabriel and Richard Allington
The primacy of teacher effects on student achievement has been well documented from a variety of methodological approaches within the field of education research. Governments…
Abstract
The primacy of teacher effects on student achievement has been well documented from a variety of methodological approaches within the field of education research. Governments across the globe have or will address educational equity, especially the education of the poor, by designing programs to attract, train, develop, retain, and study more effective teachers. In their Concept Note, the World Bank also raises “fundamental questions” that balance upon an understanding of the development and measurement of teacher effectiveness. These include question 1: “What are the most important challenges in the next decade for building knowledge and skills for life and work in different country contexts?” and question 3: “What educational results should the Bank be accountable for in the next ten years, and how would we measure these achievements?” In this chapter, we build upon the extensive research that suggests teacher effectiveness ought to be the primary goal of educational reform efforts across the globe. We highlight the complexity of measuring effectiveness, especially across countries and varied contexts for education. We argue that the ways in which effectiveness is measured will have a direct impact on the potential of any reform policy to positively influence the overall effectiveness of a teaching force and the achievement of its students.
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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Sharon Brims, Cynthia Jackson, Paul A. Janell and Timothy J. Rupert
Purpose – Effectiveness of teaching at universities, in general, has been the focus of many researchers for decades. The public concern about the quality of first year accounting…
Abstract
Purpose – Effectiveness of teaching at universities, in general, has been the focus of many researchers for decades. The public concern about the quality of first year accounting education, in particular, is worth the attention of researchers at tertiary institutions. Student evaluation is the primary tool used by accounting administrators to evaluate teaching effectiveness.
This study aims to determine the effect on teaching of perceptions of first year financial accounting students on a specific module and the lecturer characteristics that they consider effective in their learning process. Further aims are to provide useful information to lecturers on teaching methods and lecturer characteristics that could enhance effectiveness of teaching.
Methodology – In this study, various aspects on teaching methods and lecturer characteristics are investigated. Student feedback data is collected for a full time lecturer. Surveying methodology using questionnaires is utilised to conduct the study. A pool of questions is created accompanied by a five-point Likert scale. A statistical analysis (descriptive statistics, Pearson correlation and regression analysis) is applied to these questionnaires.
Findings – From this analysis, the findings reveal that all independent variables (knowledge, personality and attitude in general) have a positive influence on enhancing effectiveness of teaching. The results of the study highlight that course content, knowledge, personality and attitude of a lecturer play an important role in determining effectiveness of teaching in financial accounting.
Value – The results of the study would be useful to the accounting lecturers, students, education departments and academic researchers to better understand the needs of accounting students in their learning process. Results of student evaluations not only provide valuable information which could be used for managing the course and study content but it could also be used for individual improvement by the lecturer. For the students, the improvement of teaching effectiveness based on the evaluation process may ultimately enhance knowledge acquisition.
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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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