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Article
Publication date: 1 March 1998

Erika Martens and Michael Prosser

The evaluation and continuous improvement of the quality of teaching and learning in higher education is an issue of sustained concern. While most universities are…

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Abstract

The evaluation and continuous improvement of the quality of teaching and learning in higher education is an issue of sustained concern. While most universities are implementing systems of quality assurance, there is substantial variation in the principles underlying these systems. La Trobe University has developed and implemented a university‐wide system of quality assurance that ensures that each subject is systematically reviewed and enhanced by those teaching in the subject. While it incorporates compulsory student evaluation of teaching of each subject the result of this student evaluation is not the focus of the quality assurance system. The focus is on ensuring that those teaching the subject, reflect on and make recommendations for further improvement of the subject. Outlines the quality assurance system, the principles on which it is based and describes and analyses the processes engaged in during its development.

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Quality Assurance in Education, vol. 6 no. 1
Type: Research Article
ISSN: 0968-4883

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Article
Publication date: 1 January 1993

Peter Knight

Sketches a number of issues implicated in the assessment of teaching quality in higher education. Argues that checklist approaches to measuring teaching quality have some…

Abstract

Sketches a number of issues implicated in the assessment of teaching quality in higher education. Argues that checklist approaches to measuring teaching quality have some limited value – and a more professional, developmental approach is preferred. However, the focus on teaching quality should not disguise the fact that the emphasis needs to be on enhancing the quality of student learning, and this is not simply a function of the quality of the teaching which they encounter. Discusses implications both for academic departments and for universities, the claim being that systemic action is necessary.

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Quality Assurance in Education, vol. 1 no. 1
Type: Research Article
ISSN: 0968-4883

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Book part
Publication date: 26 October 2015

Gerald K. LeTendre and Alexander W. Wiseman

Teacher effectiveness and teacher quality have become the focus of intense international attention and national concern. Dozens of nations are implementing a diverse set…

Abstract

Teacher effectiveness and teacher quality have become the focus of intense international attention and national concern. Dozens of nations are implementing a diverse set of strategies that aim to improve the quality of education by improving the quality of teachers. These efforts have not been well coordinated, and as the authors in this volume show, core constructs of quality have not been well defined. In this introductory chapter, we discuss why teachers are now “under the microscope” of policymaker’s attention and elaborate how the chapters in this volume identify particularly fruitful avenues for further study. The assembled chapters address two complex questions: (1) what existing cross-national measures of teacher effectiveness and teacher quality are most promising and how can these be aligned to maximize their research potential? and (2) what core constructs of teacher quality or effectiveness are missing from the evidence-base, and how can cross-national comparative research help refine these? To investigate these questions, the chapters in this volume address different aspects of “quality.” While quality may be politically contested, there is a significant need to continue to articulate a truly global perspective on teacher quality. The authors look at a wide range of aspects of quality in order to advance thinking about teacher education, instructional quality and workforce or organizational conditions that affect quality; to analyze instruments, tools, or measures used to assess quality; and identify what measures need to be developed further. We also note how scholarly study of the spread of transnational teacher reforms has failed to keep pace with national policy changes regarding teacher quality, and advance a more general theory of the forces affecting national policymakers.

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Promoting and Sustaining a Quality Teacher Workforce
Type: Book
ISBN: 978-1-78441-016-2

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Book part
Publication date: 26 October 2015

Peter Wallet

The UNESCO Institute for Statistics (UIS) is mandated by the international community to collect, analyse and disseminate internationally comparable statistics on…

Abstract

The UNESCO Institute for Statistics (UIS) is mandated by the international community to collect, analyse and disseminate internationally comparable statistics on education, including those on and related to teachers. Based within a framework that emphasises quantity and quality issues for teachers, this chapter describes the current UIS international collection of teacher data, the policy options they intend to inform, as well as key limitations and challenges of the present data. In reaction to this, the chapter also presents UIS’s on-going developmental work related to the global data collection and statistics on primary and secondary teachers ranging from the measurement of current shortages, particularly in developing countries aiming to achieve universal primary education (UPE), to the expansion of an international framework that sheds additional light on teacher and teaching quality.

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Promoting and Sustaining a Quality Teacher Workforce
Type: Book
ISBN: 978-1-78441-016-2

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Article
Publication date: 13 March 2020

Shih Yung Chou, Jiaxi Luo and Charles Ramser

The purpose of this study is to examine student sentiments regarding high-quality vs low-quality teaching.

Abstract

Purpose

The purpose of this study is to examine student sentiments regarding high-quality vs low-quality teaching.

Design/methodology/approach

This study uses a text mining technique to identify the positive and negative patterns of student sentiments from student evaluations of teaching (SET) provided on Ratemyprofessors.com. After identifying the key positive and negative sentiments, this study performs generalized linear regressions and calculates cumulative logits to analyze the impact of key sentiments on high- and low-quality teaching.

Findings

Results from 6,705 SET provided on Ratemyprofessors.com indicated that students express different sets of sentiments regarding high- vs low-quality teaching. In particular, the authors found positive sentiments such as passionate, straightforward, accessible, hilarious, sweet, inspiring and clear to be predictive of high-quality teaching. Additionally, negative sentiments such as disorganized, rude, difficult, confusing and boring were significantly related to low-quality teaching.

Originality/value

This study is one of the first few studies confirming that high- and low-quality teaching are not completely opposite to each other from the student’s perspective. That is, the presence of high-quality teaching does not necessarily mean the absence of low-quality teaching. As such, this study provides an important theoretical base for future researchers who wish to explore approaches for improving faculty teaching in the higher education setting. Additionally, this study offers educators some recommendations that may help students experience positive sentiments while minimizing negative sentiments.

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Journal of International Education in Business, vol. 14 no. 1
Type: Research Article
ISSN: 2046-469X

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Article
Publication date: 6 July 2012

Mahsood Shah and Chenicheri Sid Nair

Teaching and unit evaluations surveys are used to assess the quality of teaching and the quality of the unit of study. An analysis of teaching and unit evaluation survey…

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Abstract

Purpose

Teaching and unit evaluations surveys are used to assess the quality of teaching and the quality of the unit of study. An analysis of teaching and unit evaluation survey practices in Australian universities suggests significant changes. One key change discussed in the paper is the shift from voluntary to mandatory use of surveys with the results used to assess and reward academic staff performance. The change in the direction is largely driven by the introduction of performance‐based funding as part of quality assurance arrangements. The paper aims to outline the current trends and changes and the implications in the future such as increased scrutiny of teaching and intrusion to academic autonomy.

Design/methodology/approach

The paper is based on the analysis of current teaching and unit evaluation practices across the Australian university sector. The paper presents the case of an Australian university that has introduced performance‐based reward using various measures to assess and reward academic staff such as the outcome of student satisfaction surveys. The analysis of external quality audit findings related to teacher and unit evaluations is also presented.

Findings

The findings suggest a shift in trend from the use of voluntary to mandatory tools to assess and reward quality teaching. The case of an Australian university outlined in the paper and the approach taken by seven other universities is largely driven by performance‐based funding. One of the key concerns for many in higher education is the intrusion of academic autonomy with increased focus on outcomes and less emphasis on resources needed to produce excellence in learning and teaching and research. The increased reliance on student happiness as a measure of educational quality raises the questions on whether high student satisfaction would strengthen academic rigour and student attainment of learning outcomes and generic skills which are seen as key factors in graduate exit standards.

Practical implications

The renewal of quality assurance and performance‐based funding using student satisfaction as a measure of educational quality will result in increased use of student voice to assess learning and teaching outcomes. Such direction will increase the accountability on academics to improve student experience and the measures will be used to assess academic staff performance.

Originality/value

The paper outlines the trends and changes in the teacher and unit evaluations in Australian universities and its implications in the future. The paper also provides a case of an Australian university that has recently made teacher and unit evaluations compulsory with the results used in academic staff annual performance review and linking reward with performance outcomes.

Details

Quality Assurance in Education, vol. 20 no. 3
Type: Research Article
ISSN: 0968-4883

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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 students’ evaluation 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: 14 June 2011

Darren W. Dahl and Kamal Smimou

The purpose of this paper is to focus on the perceptions that undergraduate students formed and provides further insight into the relationship between perceived teaching

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Abstract

Purpose

The purpose of this paper is to focus on the perceptions that undergraduate students formed and provides further insight into the relationship between perceived teaching quality (with its descriptors) and student motivation.

Design/methodology/approach

The paper reports the findings from a survey of student perceptions of quality teaching and its interaction with various motivational orientations that students exhibit in higher education. The proposed hypotheses and conceptual model were tested using regression and correlation analyses, as well as analysis of variance from a survey of 271 undergraduate students in programs at two different universities.

Findings

The findings document the explanatory role of various motivations in students' perceptions of teaching quality: correlation analysis found intrinsic motivation to be positively correlated with the perceived teaching quality, while extrinsic motivation was found to be moderately correlated, suggesting that motivational orientation dimensions are influential in students' assessments of their teaching experience in school. Intrinsic motivation with its possible states and factor loadings showed strong positive impact on the teaching quality and students' evaluation, even after accounting for the reputation (general opinion) of the educational institution (or program). Thus, we cannot ignore the value‐added nature of various motivational orientations and their influence upon the perceptions of students. Surprisingly, few differences in perception based on gender, age, and country of birth (ethnicity) were found. Young students (less than 25‐year old) and Canadian‐ and American‐born students exhibited significant negative reactions (difference) to perceived teaching quality; in contrast, female students exhibited positive reactions towards it.

Practical implications

The results presented here will assist researchers, professors, and higher‐education administrators by capitalizing on students' existing intrinsic motivation and understanding the relationship between student perceptions of teaching quality and their degree of motivation to further expand and implement a better quality‐assurance educational system. A viable strategy to enhance and further motivate students extrinsically and intrinsically in their learning will significantly enhance their perceptions.

Originality/value

The article explores for the first time the link between students' motivational orientations and their perceptions about teaching quality.

Details

Managerial Finance, vol. 37 no. 7
Type: Research Article
ISSN: 0307-4358

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Article
Publication date: 20 April 2012

Marta Barandiaran‐Galdós, Miren Barrenetxea Ayesta, Antonio Cardona‐Rodríguez, Juan José Mijangos del Campo and Jon Olaskoaga‐Larrauri

This paper aims to present the opinions of teaching staff at Spanish universities regarding the relative importance of a number of quality factors, and perceived levels of…

Abstract

Purpose

This paper aims to present the opinions of teaching staff at Spanish universities regarding the relative importance of a number of quality factors, and perceived levels of development of those factors in the context of their work.

Design/methodology/approach

The paper takes an empirical approach, with the opinions of teaching staff being collected via questionnaires and by telematic means.

Findings

Lecturers surveyed are particularly pessimistic in regard to the conditions in which students enter university, and probably do not share the priorities that education policy authorities and university management bodies proclaim in their discourses and policies.

Research limitations/implications

This research may be supplemented with the use of more qualitative methods and extended to other geographical and cultural contexts.

Practical implications

The opinions of teaching staff comprise useful information for the design of education policies and quality management systems applicable to Spanish universities.

Originality/value

No studies have to date been conducted in Spain to identify the opinions of university teaching staff in regard to determinants of quality. Taken as a whole, the paper enables a diagnostic analysis to be made of university education quality conditions in Spain from the viewpoint of teaching staff.

Details

Quality Assurance in Education, vol. 20 no. 2
Type: Research Article
ISSN: 0968-4883

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Article
Publication date: 13 July 2015

Denise M. Jepsen, Melinda M. Varhegyi and Stephen T.T. Teo

Although learning styles and teaching quality have been studied separately, the association between the association between the two has yet to be identified. The purpose…

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Abstract

Purpose

Although learning styles and teaching quality have been studied separately, the association between the association between the two has yet to be identified. The purpose of this paper is to establish the relationship between students’ learning styles with students’ perceptions of teaching quality.

Design/methodology/approach

The study used survey responses from 272 undergraduate students. All 80 items in the Honey and Mumford’s (1986) Learning Styles Questionnaire and all 46 teaching quality items (Thompson, 2002) were used to assess learning styles and perceptions of teaching quality, respectively. Structural equation modelling was used to investigate the relationships between learning styles and perception of teaching quality.

Findings

Results indicate learners with dominant reflector or activist styles are influenced in their perceptions of teaching quality of their teacher or lecturer. No perceptions of teaching quality relationships were found for students with dominant theorist or pragmatist learning style.

Practical implications

Recognising that perceptions of teaching quality impacts on some students, teachers and lecturers may consider and articulate the type of learning they would prefer students to adopt for a particular class. As an example, a teacher might ask students who would normally see themselves as active learners to relax into the lecture mode of delivery and reflect on what is said in the lecture, to take time to consider what is said.

Originality/value

This study combines the two important constructs of learning and perception of teaching quality to provide insight into the relationship between the two.

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