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Although student evaluation of teaching (SET) is widely used, there has been a significant disparity between its potential benefits with the actual impact on improving educational quality. This study aims to inquire into the factors contributing to this discrepancy and the underlying mechanisms hindering the effective utilisation of SET.

This qualitative case study used problem-based methodology to investigate the theories of action of administrators involved in SET. The study uses SET documents and individual interviews with 18 administrators from six Vietnamese higher education institutions.

While the administrators monitored SET data and addressed SET problems, few used it for quality improvement. The participants’ SET approaches were influenced by various constraints, especially the intricate interaction between neoliberal agendas with professional and cultural values.

Despite a lack of statistical generalisability, this study contributes to analytical generalisation by vividly portraying the complexity of the SET practice in a higher education context.

This study suggests a more inclusive approach to quality improvement that prioritises multi-stakeholder engagement.

The constraint analysis offers invaluable insights into the challenges and dynamics of SET practice, which can be used to enhance SET effectiveness and overall educational quality.

This paper addresses the need to examine the theories of action of administrators involved in SET, emphasising the significance of a comprehensive understanding of the stakeholders’ underlying reasoning process for successful evaluation implementation.

The purpose of this study is to propose a framework for the convergence of maturity model and education and evaluation in accounting.

The present research was conducted in two phases. In the first phase, to determine the indicators of convergence of the maturity model and education and evaluation in accounting, a Meta-Synthesis method was used. The conceptual model includes two dimensions of “Teaching and learning processes” and “Evaluation methods"; five levels of initial, repeatable, defined, managed and optimized; and a total number of 35 indicators. In the second phase, a questionnaire was developed, and academics as accounting faculty members in Iranian public universities were employed to fill out the questionnaire electronically and present a final framework. Having received the questionnaires, 66 questionnaires were analyzed statistically.

The results showed that the two dimensions of “Teaching and learning processes” and “Evaluation methods” considering initial, repeatable, defined, managed and optimized levels include 35 indicators, which form a framework for the convergence of maturity model and education and evaluation in accounting. The results show that both dimensions have positive and significant regression path coefficients in the convergence model. Moreover, the dimension of teaching and learning processes has the highest regression path coefficient indicating a greater impact on the convergence model. Besides, all five levels have positive and significant regression path coefficients with dimensions. Finally, in this study, all indicators were prioritized according to five levels.

Due to the success of maturity models and the urgent developments that require transformative improvements in accounting education, maturity models can respond to the challenges associated with education and learning in accounting. Thus, conceiving an image of the convergence of maturity model, education and evaluation in accounting seems imperative which has been scarcely investigated previously.

Although educators would likely agree that values and ethics are important in all disciplines, they have particular importance for practice-oriented fields. These applied professionals need to solve complex social problems that require the application of ethical standards and value perspectives. While the importance of value-engaged practice is known to the applied field, there is little research and conversation about how values can be integrated into teaching. This chapter synthesizes values-education approaches in various practice-based disciplines such as public administration (PA), program evaluation, social work, and public health. This chapter draws from empirical and theoretical works as well as the authors' experiences developing, participating in, and conducting values-based research on professionals and professional education.

The paper aims to propose a virtual reality (VR) wisdom teaching model in open university English course from the perspective of “Metaverse”. The study aims to testify the stimulation for English learning and the effectiveness of English-expressing with VR tools for adult learners from the practice in a pilot reform project.

The paper opted for an exploratory study using ICARE Design Model as the framework, under the grounded theories of constructivism and multi-modal teaching. The study compared the evaluation data of one-semester English learning performance between the experimental class (67 students) with VR practice and the controlled class (67 students), including speaking test score, qualitative feedback and in-depth experience analysis. The data were complemented by reflection paper analysis, including manual evaluation (the criteria of semantics, pronunciation, fluency and completeness), questionnaire survey (in the form of five-point Likert scale) and semi-structured interview.

The paper provides empirical insights about the VR wisdom teaching model in English language teaching and learning in a Chinese Open University. The empirical results suggest that “3I” features of VR technology could make up for the shortcomings of traditional English classes in open universities in China, and VR resources designed with curriculum teaching materials could also be helpful for students’ command of knowledge points and language skills. What’s more, the sense of authentic experience in virtual could promote the teaching and learning effect in college English classes.

The present study focuses on a wisdom mode of foreign language teaching and learning for adult learners in open education, so the research results may lack generalizability. Therefore, researchers are encouraged to further explore the deep integration of VR/artificial intelligence in foreign language teaching and learning.

This paper fulfills an identified need to study how VR tools provide an engaging, fun and immersive language learning environment, to enhance autonomous learning and learning engagement.

This study aims to explore first-year engineering students’ perceptions of the engineering librarian as an instructor in multimodal environments related to Information Literacy (IL) topics, teaching strategy, content evaluation, organising, planning and support.

A quantitative approach was used through a survey instrument based on an online questionnaire. Questions were adopted and modified from a lecturer evaluation survey. A simple random sampling technique was used to collect data from first-year cohorts of engineering students in 2020 and 2022.

Respondents perception of the engineering librarian as an instructor in multimodal learning environment was good. Findings revealed students’ learning experiences were aligned with IL instruction even though the environment changed from blended to online. However, an emerging theme that continuously appeared was a lack of access to technology.

These findings may help in developing and strengthening the teaching identity of academic librarians as instructors in multimodal learning environments.

To the best of the author’s knowledge, this study is novel in that it evaluates the teaching abilities of an academic librarian in multimodal environments through the lens of students.

The quality of higher education has become a topic of increasing interest to researchers in recent decades. This study, therefore, aims to investigate the comparative effectiveness of instructors at higher education institutions in Kuwait and the USA, while also investigating the parallel differences in student culture and gender.

The researchers employed a quantitative research paradigm, using a questionnaire survey method to examine four dimensions of effective instructorship (teaching skills, human relations, ethics, and assessment). Descriptive statistics were used to analyze data from 254 college students (N = 254), comprising 132 students at Bemidji State University in the USA and 122 students at Kuwait University in Kuwait.

The findings showed that students ranked “human relations” as the most significant attribute of an effective university instructor. Study results also indicated that culture is an important influencer of student perceptions regarding effective instructor characteristics. Gender also played a role in student perceptions of teacher effectiveness. Cross-culturally, female participants ranked teacher effectiveness dimensions such as human relations, ethics, and assessment, significantly higher than did their male colleagues, while within each culture, male students at the American university showed significantly greater concern for ethics in comparison to their counterparts in Kuwait.

This study offers findings from a cross-cultural comparative perspective. It provides value to administrators, deans, and department chairs at higher educational institutions who are evaluating their current rank, tenure, and promotions criteria and processes for teaching faculty. Additionally, while K-12 education has received significant attention over the past few decades regarding the qualities and practices of effective teachers in that realm, this study extends such research significantly into higher education.

Educators strive to develop and implement high impact educational experiences, which are critical to ensuring university courses and curricula serve as memorable and transferable learning experiences for students. It is not clear, however, which experiences are exceptional from a student perspective, or what kinds of illustrative examples exist in applied disciplines. In this chapter, we ground our discussion of high impact educational experiences in the field of program evaluation, contextualize it as organized at the University of Minnesota, describe three experiences that have been repeatedly described as impactful by students, and engage in a collective dialogue as teachers and learners.

Improving and assuring the quality of higher education has become a key element of policy agendas worldwide. To this end, a complete accountability system has been developed through various evaluation procedures. Specifically, this study analyzes the perceptions of university teaching staff on the impact of performance appraisal systems on their professional activity, health and personal lives.

The study adopted a nonexperimental descriptive and causal-comparative design using a questionnaire that was completed by a sample of 2,183 Spanish teachers. The data obtained were analyzed using descriptive statistics and comparisons of differences.

The results show that, according to teachers, the evaluation criteria undermine the quality of their work by encouraging them to neglect teaching, increase scientific production and engage in unethical research practices. Their views also emphasize the social and health-related consequences of an increasingly competitive work climate, including increased stress levels. Finally, significant differences are observed regarding gender, professional category and academic discipline, with women, junior faculty and social sciences teachers expressing particularly strong views.

The originality of this study lies in the application of a method that contributes to the international debate through a national perspective (Spain) that has so far received little attention.

The purpose of this paper is to develop the teaching strategies of alternating peer teaching and progressive project-oriented learning, and apply them to the curriculum design of digital animation game production, and conduct teaching experimental research.

This research method under the teaching strategies of alternating peer teaching and progressive project-oriented learning, to the design of digital animation game and use teaching experiment animation game production tool was Game Maker animation game production software to develop the study. The production of learning history data was used in-game projects, to verify the digital animation game design effectiveness was used SPSS statistics method, and was to compare the learning effectiveness of the different teaching modes.

Through experimental design, learners can acquire the knowledge and skills of digital animation game production under the guidance of progressive project-oriented teaching strategies. In terms of the cognition and skills of animation game production, learners have acquired the skills of taking them in animation game design to be able to independently produce and design digital animation games. The research results can be used as a reference for future research on digital animation game teaching and curriculum development.

This study proposed a new approach to develop the teaching strategies of alternating peer teaching and progressive project-oriented learning, to design digital animation games. The research results show that effective teaching strategies guide successful learning, it can be used as a reference for future research on digital animation game teaching and curriculum development.

This chapter provides an in-depth examination of the quality assurance process in the higher education system of Iraq and the Kurdistan Region of Iraq (KRI) in terms of standards, processes, and procedures. More specifically, the chapter aims to examine the impact of the quality assurance process on the quality development of education in Iraq and Kurdistan Region, as well as identify the challenges that staff (top management and faculty members) face at various higher education institutions therein. For this purpose, a qualitative/quantitative analysis was conducted, which involved reviewing existing official policies, reports, and forms; interviewing top officials (presidents, vice-presidents, quality assurance directors) at a few higher education institutions (public and private); and developing a survey questionnaire that detected the perspective of top officials and faculty members regarding the level of impact quality assurance has had on the development of higher education. A total of 284 university staff members were surveyed from different universities in Iraq and Kurdistan. A total of 29 universities from Iraq and Kurdistan were represented in the survey. The respondents came from a variety of colleges and departments at public and private universities, with 79% of respondents coming from public universities. Study results demonstrate that quality assurance has contributed significantly to the improvement of university staff performance. There are a number of recommendations made within this chapter for educational leaders, which could lead to the further development of quality practices and the upgrading of the higher education system.