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…
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.
The primacy of teacher effects on student achievement has been well documented from a variety of methodological approaches within the field of education research…
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.
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…
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.
Determining the attributes of effective business teachers is critical to schools as they strive to attract and retain students, assure learning, obtain and maintain…
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.
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.
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.
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.
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.
Over the years, many teaching methods and techniques have been suggested and used in university teaching. However, the effectiveness of these teaching techniques and…
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.
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…
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.
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.
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.
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.
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.
This paper shows how experimental design as a pure manufacturing technique can be extended to a HE setting.
Prior research that attempts to empirically correlate research activity and effective teaching generates conflicting results. These contradictory findings contribute to…
Prior research that attempts to empirically correlate research activity and effective teaching generates conflicting results. These contradictory findings contribute to the scrutiny that currently threatens to undermine accounting education and to impact funds currently directed toward the support of accounting research. The purpose of this study is to measure the impact of relevant research on students’ perceptions of effective teaching. This two-phase study incorporates both a between-subjects decision-making experiment and a ranking instrument to measure the importance of various faculty attributes of teaching effectiveness. The two factors of interest in this study are whether a hypothetical accounting professor (1) conducts and publishes relevant research and (2) incorporates relevant research into classroom lectures. The results of the first phase of the study experimentally demonstrate that students enrolled in accounting classes perceive the professor who does both (conducts and publishes relevant research and incorporates research into classroom lectures) to be significantly more effective than others. Specifically, the study identifies a statistically significant two-way interaction between the two factors of interest. This suggests that students perceive the professor's research to be a component of teaching effectiveness if, and only if, that research is incorporated into the classroom experience of the student. The second phase of the study finds that students generally rank both of the faculty research attributes lower in importance than other previously identified factors used to describe the professor.
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…
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.
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.
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.
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.
Explores the impact and relative importance of course content and the role of the instructor on measures of effectiveness for online courses. Uses items from a standard…
Explores the impact and relative importance of course content and the role of the instructor on measures of effectiveness for online courses. Uses items from a standard questionnaire to form measures of the quality of course content, the instructor’s role in facilitating the course and a number of global effectiveness measures. Suggests that the results vary depending on the global effectiveness measure being assessed, and identifies the questions which are of greatest importance.