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The setting up of e-university has been slow-going. Much of e-university slow progress has been attributed to poor business models, branding, disruptive technologies, lack of organisational structure that accommodates such challenges, and failure to integrate a blended approach. One of the stumbling blocks, among many, is the handling of evaluation process. E-university models do not provide much automation compared to the original brick-and-mortar classroom model of delivery. The underlining technologies may not have been supportive; however, the conditions are changing, and more evaluation tools are becoming available for academics. The paper aims to discuss these issues.

This paper identifies the extent of current online evaluation processes. In this process, the team reviews the case study of a UK E-University using Adobe Connect learning model that mirrors much of the physical processes as well as online exams and evaluation tools. Using the Riva model, the paper compares the physical with the online evaluation processes for e-universities to identify differences in these processes to evaluate the benefits of e-learning. As a result, the models can help us to identify the processes where improvements can take place for automating the process and evaluate the impact of this change.

The paper concludes that this process can be significantly shortened and provide a fairer outcome but there remain some challenges for e-university processes to overcome.

This paper examines the vital quality assurance processes in academia as more universities move towards process automation, blended or e-university business models. Using the case study of Arden University online distance learning, the paper demonstrates, through modelling and analysis that the process of online automation of the evaluation process is achieved with significant efficiency.

Few studies to date have explored factors contributing to the dining experience from a visitor’s perspective. The purpose of this study is to investigate whether different restaurant attributes are critical in evaluating the restaurant experience in online reviews for visitors (non-local) and local guests.

In all, 100,831 online restaurant reviews retrieved from TripAdvisor are analyzed by using domain-specific aspect-based sentiment detection. The influence of different restaurant features on the overall evaluation of visitors and locals is determined and the most critical factors are identified by the frequency of their online discussion.

There are significant differences between locals and visitors regarding the impact of busyness, payment options, atmosphere and location on the overall star rating. Furthermore, the valence of the factors drinks, facilities, food, busyness and menu found in the reviews also differs significantly between the two types of guests.

The findings of this study help restaurant managers to better understand the different customer needs. Based on the results, they can better decide which restaurant aspects should receive the most attention to ensure that customers are satisfied.

Research on online reviews has largely neglected the role of different visitation motives. This study assumes that the reviews of local and non-local restaurant visitors are based on different factors and separates them to gain a more fine-grained and realistic picture of the relevant factors for each particular group.

The purpose of this paper is to share the author’s viewpoint on how to increase student response rate in course evaluation surveys.

The approach is to highlight measures which increased student response rate in online surveys of the author’s teaching evaluation at The University of the West Indies, Jamaica.

This viewpoint suggests that student response rate to course evaluation can be improved by the lecturer’s effective communication. The examples of effective communication are given in this paper.

This work will encourage the lecturers to initiate more student engagement to improve response rate of their teaching evaluation.

Coronavirus disease 2019 (COVID-19) outbreak has impacted catastrophically every sector of the economy throughout the world. And, the education sector is not leftover from the devastating effects of lockdown, especially in South Asia. It has led to the prolonged closure of schools/universities, subsequently, traditional teaching expeditiously transformed into online teaching. In the light of the events, this study is pertinent to examine teachers’ perceptions of online teaching and the obstacles they face in online teaching during this pandemic.

The research takes a quantitative and sample survey approach. A Google Form Questionnaire was used to obtain a sample of 200 Delhi school teachers in March and April 2021. Data were analyzed in SPSS by using Descriptive Statistics, Factor Analysis, Reliability and Chi-Square test, etc.

The result of the study indicates that on average, teachers have a positive perception about virtual teaching amid COVID-19 for reducing the learning gap and shaping pupils’ future during the crisis. Nevertheless, they encountered several obstacles in online teaching such as technical obstacles, difficulties in online exams and assessment, etc.

The findings of this study would persuade educational institutions and policymakers for enhancing the quality of online teaching by embracing the newest instructional strategies and providing continuous training to teachers.

Several studies described obstacles confronted by instructors in virtual teaching in higher education during the Coronavirus while disregarding the perception and challenges of school teachers toward e-learning in an ongoing outbreak. The present study replenishes this gap.

This paper studies the interactive valuation discourses of an online user community (transfermarkt.de) that seeks to determine market values for soccer players. Despite their seemingly casual nature, these values have featured in newspapers, transfer negotiations, academic research, and capital market communication – and have thus become reified.

The paper employs netnographic research methodology to collect and thematically analyze a wide range of user entries on the platform. These entries are studied using theoretical insights from the sociology of quantification and valuation.

The analysis reveals how values are constructed in constant interaction between value-proposing users and value-justifying “experts.” This dynamic form of relational valuation positions players relative to one another as well as to actual transactions on the transfer market. In the absence of authoritative guidelines, it is this possibility and affordance for interaction that enacts a coherent valuation regime. The paper further reveals the platform's response to a disruptive event, which risked bringing the user-expert dynamics to a halt, requiring intervention from the platform to repair its valuation frame.

The paper responds to increased scholarly interests in the valuation of professional athletes. It contributes to the extant literature on valuation, first, by analyzing the dynamic valuation work that feeds into the social construction of values and, second, by studying platform participation and user interaction in a socially engineered online space.

Knowledge sharing has entered the stage of knowledge payment with the typical models of paid Q&A, live session, paid subscription, course column and community service. Numerous knowledge suppliers have begun to pour into the knowledge payment market, and users' willingness to pay for premium content has increased. However, the academic research on knowledge payment has just begun.

In this paper, the authors searched several bibliographic databases using keywords such as “knowledge payment”, “paid Q&A”, “pay for answer”, “social Q&A”, “paywall” and “online health consultation” and selected papers from aspects of research scenes, research topics, etc. Finally, a total of 116 articles were identified for combing studies.

This study found that in the early research, scholars paid attention to the definition of knowledge payment concept and the discrimination of typical models. With the continuous enrichment of research literature, the research direction has gradually been refined into three main branches from the perspective of research objects, i.e. knowledge provider, knowledge demander and knowledge payment platform.

This paper focuses on discussing and sorting out the key research issues from these three research genres. Finally, the authors found out conflicting and contradictory research results and research gaps in the existing research and then put forward the urgent research topics.

During the evaluation of European Capital of Culture (ECoC) Aarhus 2017, the evaluation organisation rethinkIMPACTS 2017 formulated a set of “dilemmas” capturing the main challenges arising during the design of the ECoC evaluation. This functioned as a framework for the evaluation process. This paper aims to present and discuss the relevance of the “Evaluation Dilemmas Model” as subsequently applied to the Galway 2020 ECoC programme evaluation.

The paper takes an empirical approach including auto-ethnography and interview data to document and map the dilemmas involved in undertaking an evaluation in two different European cities. Evolved via a process of practice-based research, the article addresses the development of and the arguments for the dilemmas model and considers its potential for wider applicability in the evaluation of large-scale cultural projects.

The authors conclude that the “Evaluation Dilemmas Model” is a valuable heuristic for considering the endogenous and exogenous issues in cultural evaluation.

The model developed is useful for a wide range of cultural evaluation processes including – but not limited to – European Capitals of Culture.

What has not been addressed in the academic literature is the process of evaluating ECoCs; especially how evaluators often take part in an overall process that is not just about the evaluation but also planning and delivering a project that includes stakeholder management and the development of evaluation criteria, design and methods.