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Article
Publication date: 18 September 2009

Jane Lu Hsu and Hsin‐Yi Chiu

The purpose of this paper is to examine evaluations of teaching from viewpoints of lecturers and students to reveal perceived differences in teaching performance.

Abstract

Purpose

The purpose of this paper is to examine evaluations of teaching from viewpoints of lecturers and students to reveal perceived differences in teaching performance.

Design/methodology/approach

A survey is administered to lecturers and students in a large‐scale university in Taiwan. Valid samples include ten lecturers and 250 students. Upon obtaining consensuses from lecturers, 25 students in each course are randomly selected to fill out questionnaires. Lecturers are requested to fill out questionnaires designed for instructors only. Factor, cluster, and multivariate analyses of variance are applied in analyzing the survey data. Five dimensions of evaluations of teaching are extracted from students' viewpoints, including content of materials, learning condition, interaction, attitudes, and responsiveness. These five factors are used in the clustering procedure to segment courses into superior‐ and inferior‐quality.

Findings

Results indicate surveyed students in the clusters of superior‐ and inferior‐quality courses have statistical differences in seriousness of evaluations of teaching performance and how they believe the suggestions will be taken into consideration in modifications of teaching styles. However, lecturers of superior‐ and inferior‐quality courses are not statistically different in their viewpoints in how they value evaluations of teaching performance.

Research limitations/implications

Survey data in this paper are obtained from a single university. Students are able to distinguish courses of different quality in various dimensions, but lecturers seem to believe that they have done well in teaching and will not know differences in teaching performance perceived by students as of superior‐or inferior‐quality.

Practical implications

For efficient utilization of student evaluations of teaching in educational institutions, gaps in perceived differences in teaching performance from lecturers and students need to be identified and filled.

Originality/value

End‐of‐term student evaluations of teaching are used in educational institutions for assessing how well instructors do in helping students to learn theoretical and practical aspects of knowledge. Findings in this paper can be used to form a baseline for educational institutions to improve applicability of student evaluations of teaching.

Details

International Journal of Educational Management, vol. 23 no. 7
Type: Research Article
ISSN: 0951-354X

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Book part
Publication date: 6 August 2020

Amanda French

This chapter offers a discussion of the increasingly widespread use of student evaluations in higher education. It critiques the extent to which these student evaluations

Abstract

This chapter offers a discussion of the increasingly widespread use of student evaluations in higher education. It critiques the extent to which these student evaluations are now regarded by governments and higher education management as an authoritative source of information on all aspects of HE provision, with a particular focus on their use to rank and evaluate teaching excellence through the Teaching Excellence Framework. It provides an overview of research looking into how student perceptions of teachers' teaching excellence, or otherwise, play out very differently depending on the gender, age and social class of the lecturers doing the teaching. This chapter argues that these differences make it difficult to ensure that students' assessment of higher education teaching are fair and/or consistent with regard to the teaching they are experiencing across different courses, disciplines and institutions. It concludes that acknowledging how inequalities will inevitably play a part in any evaluative processes is a more productive way of thinking about how more informed indices of teaching quality might be more usefully understood and operationalised in higher education. This approach, however, requires HEI's to recognise the ways in which existing racialised, sexualised and gendered patterns reoccur and sustain inequalities currently in the UK higher education sector. (199)

Details

Challenging the Teaching Excellence Framework
Type: Book
ISBN: 978-1-78769-536-8

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Article
Publication date: 1 September 2016

Menglong Li, Jingsong Nie and Yujia Ren

College badminton gymnasium is an important place where students take physical exercise. Student satisfaction index for badminton gymnasium is an important factor which…

Abstract

College badminton gymnasium is an important place where students take physical exercise. Student satisfaction index for badminton gymnasium is an important factor which influences the design of badminton gymnasium. To improve the design and construction level of college badminton gymnasium, student satisfaction index evaluation system for the design of college badminton gymnasium was constructed, and empirical study of the system was carried out. Delphi method was applied to screen evaluation indicators, and analytical hierarchy process (AHP) was used to confirm the weight of evaluation indicators. Finally, student satisfaction index evaluation system for the design of college badminton gymnasium was constructed, including 3 first-level indicators (external form design, internal layout design and application function design) and 12 second-level indicators. Hunan University of Finance and Economics was taken for example to demonstrate student satisfaction index evaluation system for the design of college badminton gymnasium. Besides, comprehensive evaluation score of the badminton gymnasium was gained. The student satisfaction index evaluation system is an effective tool to evaluate the design of college badminton gymnasium. During the design of college badminton gymnasium in China, the application function and internal layout should mainly be taken into account.

Details

Open House International, vol. 41 no. 3
Type: Research Article
ISSN: 0168-2601

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Article
Publication date: 1 January 2006

Masood A. Badri, Mohamed Abdulla, Mohammed A. Kamali and Hamzeh Dodeen

The purpose of this paper is to investigate the effect of many factors on student evaluation of teaching.

Abstract

Purpose

The purpose of this paper is to investigate the effect of many factors on student evaluation of teaching.

Design/methodology/approach

The study analyzed 3,185 student evaluations of faculty from a newly accredited business program at the United Arab Emirates University using univariate and multi‐analysis of variance (ANOVA and MANOVA).

Findings

The findings support previous research regarding the existence of potential biasing factors. The results indicate that expected grade, actual grade, course level, class size, course timing, student gender and course subject significantly affect student evaluation of teaching.

Originality/value

Comparing individual faculty ratings regardless of other factors might not be fair. Our findings support the call of other researchers that ignoring these other factors may bias or make questionable the validity of student evaluation of teaching as a means of performance appraisal of faculty. Because of the possible existence of biasing factors in SET, there is a need to supplement it with other measures of teaching effectiveness

Details

International Journal of Educational Management, vol. 20 no. 1
Type: Research Article
ISSN: 0951-354X

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Article
Publication date: 5 October 2018

Daniela Carlucci, Paolo Renna, Carmen Izzo and Giovanni Schiuma

The purpose of this paper is to propose a framework for the analysis of students’ ratings of teaching quality in higher education and the disclosure of risky issues…

Abstract

Purpose

The purpose of this paper is to propose a framework for the analysis of students’ ratings of teaching quality in higher education and the disclosure of risky issues undermining the quality of teaching and courses that require attention for continuous improvement. The framework integrates two decision-based methods: the standardized u-control chart and the ABC analysis using fuzzy weights. The control chart, using the students’ ratings, allows the identification of those courses requiring an improvement of teaching quality in the short-medium term. While the ABC analysis uses fuzzy weights to deal with the vagueness and uncertainty of students’ teaching evaluations and provides a risk map of the potential areas of teaching performances improvement in the long term. The proposed framework allows the identification of teaching and course quality aspects that need corrective actions in response to students’ criticisms in accordance with different levels of priority.

Design/methodology/approach

This study adopts two methods, commonly used in industrial applications, i.e. the u-control chart and ABC analysis. Combining the results of a literature review on teaching evaluation and the application of these two methods as building blocks for the assessment, a framework to detect potential risks reducing teaching quality in higher education is proposed. The application of the framework is shown through an action-based case study developed in an Italian public university.

Findings

The study proposes a framework that combines two methods, i.e. u-control chart and ABC analysis with fuzzy weights, to support the assessment of teaching and course quality. The framework is proposed as an assessment approach of the teaching performance in higher education with the purpose to continuously improve the quality of teaching and courses both in the short, medium and long term.

Originality/value

The study provides an original contribution to the understanding of how to analyze studentsevaluation of teaching performance in order to take proper and timely decisions on corrective actions in response to the need of continuously improving the level of teaching and course quality.

Details

Management Decision, vol. 57 no. 2
Type: Research Article
ISSN: 0025-1747

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Article
Publication date: 20 September 2019

Martin Flegl and Luis Antonio Andrade Rosas

Many higher education institutions (HEIs) have constructed their internal evaluation systems to secure teaching quality. This paper aims to analyze teaching quality, HEIs…

Abstract

Purpose

Many higher education institutions (HEIs) have constructed their internal evaluation systems to secure teaching quality. This paper aims to analyze teaching quality, HEIs use students to evaluate their professors as they have direct contact with the professors during the whole semester. The authorities hope to receive valuable information, which can be used for many administrative purposes. The bias in the evaluation toward professors’ gender and attractiveness has already been proven. However, there is only limited evidence whether students give higher value to teaching quality over the professors’ personality.

Design/methodology/approach

In this paper, the authors go further in the gender-attractiveness evidence and put the evaluation in contrast with professors’ experience, age, etc.

Findings

The results indicate that the effect of experience predominates the effect of gender and in some areas also the effect of age. What is more, a semester in which a course is taken also influences the evaluation as different professors’ abilities are required in teaching in a different semester. On the other hand, the results do not fully confirm the effect of gender on the evaluation.

Originality/value

The results reveal that it is important to consider the course structure to assign professors to the right courses.

Details

Quality Assurance in Education, vol. 27 no. 4
Type: Research Article
ISSN: 0968-4883

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Article
Publication date: 1 February 2001

Mohammad Ahmadi, Marilyn M. Helms and Farhad Raiszadeh

Students are asked to evaluate faculty on a continual basis at most universities throughout the world, yet students have varying perceptions about the purpose and…

Abstract

Students are asked to evaluate faculty on a continual basis at most universities throughout the world, yet students have varying perceptions about the purpose and usefulness of these evaluations. While research has focused on the faculty issues regarding evaluations and their use in subsequent evaluation, yearly reviews, tenure decisions, and even post‐tenure review, little research has been conducted to evaluate student feelings on the evaluations. In a case study format, a random sample of College of Business Administration students from freshman to EMBA levels was polled about their perceptions of the student ratings of faculty. The results provide interesting insights into their perceptions as well as constructive ideas on how better to administer the evaluations and publish the results. Results can benefit not only business schools but also other colleges in improving the evaluation process and linking the results to other rewards and faculty improvement mechanisms.

Details

International Journal of Educational Management, vol. 15 no. 1
Type: Research Article
ISSN: 0951-354X

Keywords

Content available
Article
Publication date: 1 June 2016

Abbas Zare-ee, Zuraidah Mohd Don and Iman Tohidian

University students' ratings of teaching and teachers' performance are used in many parts of the world for the evaluation of faculty members at colleges and universities…

Abstract

University students' ratings of teaching and teachers' performance are used in many parts of the world for the evaluation of faculty members at colleges and universities. Even though these ratings receive mixed reviews, there is little conclusive evidence on the role of the intervening variable of teacher and student gender in these ratings. Possible influences resulting from gender-related differences in different socio-cultural contexts, especially where gender combination in student and faculty population is not proportionate, have not been adequately investigated in previous research. This study aimed to examine Iranian university students' ratings of the professional performance of male and female university teachers and to explore the differences in male and female university students' evaluation of teachers of the same or opposite gender. The study was a questionnaire-based cross-sectional survey with a total of 800 randomly selected students in their different years of undergraduate study (307 male and 493 female students, reflecting the proportion of male and female students in the university) from different faculties at the University of Kashan, Iran. The participants rated male and female teachers’ performance in observing university regulations, relationship with colleagues, and relationships with students. The researchers used descriptive statistics, means comparison inferential statistics and focus-group interview data to analyze and compare the students’ ratings. The results of one-sample t-test, independent samples t-test, and Chi-square analyses showed that a) overall, male university teachers received significantly higher overall ratings in all areas than female teachers; b) male students rated male teachers significantly higher than female students did; and c) female students assigned a higher overall mean rating to male teachers than to female teachers but this mean difference was not significant. These results are studied in relation to the findings in the related literature and indicate that gender can be an important intervening variable in university students' evaluation of faculty members.

Details

Learning and Teaching in Higher Education: Gulf Perspectives, vol. 13 no. 1
Type: Research Article
ISSN: 2077-5504

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Article
Publication date: 3 April 2007

Jesus Cambra‐Fierro and Jesus Cambra‐Berdún

This paper aims to demonstrate that students' self‐evaluations contribute to improving academic results and life skills.

Abstract

Purpose

This paper aims to demonstrate that students' self‐evaluations contribute to improving academic results and life skills.

Design/methodology/approach

Taking as reference a group of previously validated scales (part 1: measurement), a causal model is developed. Hypotheses are tested through the structural equations methodology by using the EQS software.

Findings

Advice, students' motivation, responsibility and self‐concept are elements that influence the self‐evaluation process. A direct and positive relation between self‐evaluation and good academic results is also demonstrated.

Research limitations/implications

This research has been carried out in the Spanish pre‐university context. Possible generalisations to different contexts need to consider their specific characteristics.

Practical implications

Because self‐evaluation processes contribute to improving academic results and developing students' autonomy, teachers and tutors must develop them, perhaps through the elements which have been shown to be antecedents of such processes.

Originality/value

No previous research has either developed or tested these hypotheses. The findings reinforce other studies, but now considering the pre‐university educational context, when students can critically develop this skill.

Details

Education + Training, vol. 49 no. 2
Type: Research Article
ISSN: 0040-0912

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Book part
Publication date: 9 August 2012

Brian Patrick Green and Guangcheng Wang

Most universities have relied on student evaluations as a source of evidence in their assessment of teaching performance. However, a complete evaluation of all dimensions…

Abstract

Most universities have relied on student evaluations as a source of evidence in their assessment of teaching performance. However, a complete evaluation of all dimensions of a faculty member's teaching requires multiple sources of evidence. The purpose of this chapter is to identify the sources of evidence that accounting chairs report they currently use to assess teaching. Calderon and Green first examined this issue in their 1997 study. However, their results may be outdated due to changes in accreditation requirements, teaching delivery methods, and the continued evolution of assessment tools. Responding department chairs report that peer observation followed by course syllabus, exams given in class, and instructor course notes are the most frequently used evidence types, with an average of 3.16 sources beyond student evaluations. The source and quantity of evidence vary across different types of institutions. While Calderon and Green reported that most schools use ad hoc and subjective sources of evidence, respondents in this study focus more on instructor-supplied materials and direct evidence from inside the classroom.

Details

Advances in Accounting Education: Teaching and Curriculum Innovations
Type: Book
ISBN: 978-1-78052-757-4

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