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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.

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.

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.

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.

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.

The purpose of this paper is to propose a new approach for gauging the performance of the operating units of a retail banking organisation, responding to the special demands of an internal evaluation.

The paper defines a measure of internal performance (MIP) based on behavioural theory, particularly on disappointment models.

MIP is applied for the internal evaluation of a network of bank branches. Application to this real managerial setting reveals that bank managers' preferences support behavioural decision theory, including prospect theory.

The paper shows how MIP can be used as a management tool for improving organisational performance. The approach can be extended to other sectors.

The proposal differs from others existing in the literature in two main aspects. Firstly, it is consistent with the requirements of an internal evaluation because it uses the managers' real preferences instead of assuming them. Secondly, it takes into account that each unit has a different target to achieve according to its specific characteristics.

Student evaluations of teaching (SETs) are the most frequent form of faculty performance in the classroom, though they tend to be used as summative rather than formative evaluations. In this chapter, a project involving the use of a virtual learning environment for formative, weekly SETs is explored from both the student and faculty point of view at a rural university college in the United Kingdom. This project encouraged student participation in creating the learning environment and faculty reflection on how to improve the student experience. From the student perspective, the weekly anonymous evaluations were useful for providing feedback; however, students tended to only respond if they were not satisfied with the faculty member. The exception to this was that some students were more motivated to complete the evaluation forms if they believed the faculty member was utilising their feedback. From the faculty perspective, the feedback was not as detailed as they had expected, and some questioned whether it was worth the effort of conducting formative evaluations if the response rate was so low. Others used the feedback for reflective purposes, and it was found that those that reflected on their work at higher levels tended to receive a greater year-on-year increase in their end of year teaching evaluations.

Highlights the current emphasis on student feedback in the review and evaluation of units/modules at higher education level for quality audit purposes. Expresses the view that, while this is unquestionably desirable and necessary, other stakeholder perspectives are essential to create a balanced picture – in particular, the professional judgments of academic staff. Explains how the principle of peer review informed a pilot project at Sheffield Hallam University, in which two groups of academic staff from different units within the same broad subject area reviewed and evaluated each other’s units. Reports on the background and motivation for the project and on the setting up and management of the review process. Identifies the strengths and weaknesses of the process based on feedback from the participants. Indicates some of the cultural and procedural lessons learnt from the project and suggests ways of taking the process forward.

The purpose of this paper is to highlight the importance of collecting and acting on student feedback as a key component of quality improvement in higher education. The paper seeks to outline a systematic improvement strategy adopted at a faculty level within a large university in Australia but will be of interest to leaders and practitioners of quality assurance programmes across the sector.

A strategy to achieve quality improvement was designed and carried out jointly by the University Centre for Higher Education Quality (CHEQ) and the Centre for the Advancement of Learning and Teaching (CALT) with staff in one of the smaller faculties at the University. The faculty mean for student satisfaction lagged significantly below the means of other faculties, and five units (subjects) which were deemed to be “poorly performing” against the University's agreed target were selected for some intensive improvement. The guiding principles which underpinned the adopted strategy included: utilising student feedback data; targeting poorly performing units as a priority; linking staff and student development support; and documenting and demonstrating improvement as a consequence of the actions taken.

A post‐test evaluation of the five target units showed improvement in the form of increased student satisfaction. The strategy adopted at the University underlined the significance of collecting student feedback in quality enhancement, acting on the feedback and supporting academic staff in implementing improvements. Overall, the strategy signalled the interconnection between student evaluations and the quality of education programmes.

The successful implementation of a unit improvement strategy at a faculty level within the University demonstrated the value of the approach and recommended its application as an improvement strategy across the whole institution, provided that the internal context of individual faculties is taken into consideration. This case study may also offer some guidance to other tertiary institutions looking into utilising evidence‐based planning and decision making as a way of driving quality improvement.

Many tertiary institutions around the world are currently collecting student feedback. However, the interconnection between the student feedback and actual institutional change is not always evident or addressed. Therefore, this University case study offers some direction towards a more effective utilisation of student evaluation data.

The transition to the information age is shifting the decision‐making authority structure in organizations from political systems and subjective appraisals to management systems and objective personnel evaluations. The critical need to adopt the management system and objective evaluation procedures is based on the truism that timely, relevant, accurate feedback is a primary motivator of people.

Each of the four objectives can be applied within the military training environment. Military training often requires that soldiers achieve specific levels of performance or proficiency in each phase of training. For example, training courses impose entrance and graduation criteria, and awards are given for excellence in military performance. Frequently, training devices, training media, and training evaluators or observers also directly support the need to diagnose performance strengths and weaknesses. Training measures may be used as indices of performance, and to indicate the need for additional or remedial training.

It is always of great importance for managers in organizations to evaluate their staff members and create incentive systems, using instruments such as Data Envelopment Analysis (DEA) and DEA-R (DEA models based on ratio analysis). The purpose of this paper is to propose a two-stage network incentives system for commercial banks.

Centralized Resource Allocation (CRA) models make it possible to project all decision-making units (DMUs) onto the efficient frontier by solving a single linear programming model. In this paper, we use our proposed DEA-R-based CRA models to evaluate commercial banks in a two-stage case when the only ratios available are the assets-to-costs and income-to-assets vectors.

Thirteen commercial banks modeled as two-stage networks were evaluated by the models proposed in two different cases of ratio data. Results suggest that the proposed methodology yields more accurate efficiency scores, thus allowing better discrimination among DMUs. Furthermore, evaluating the DMUs when they are structured as two-stage (or even three-stage) networks makes it possible to examine the incentives system in more detail. Therefore, the use of incentive systems by managers would allow a better focus on the priority activities of commercial banks and a faster movement toward the frontier of best practices.

The super-efficiency scores of a number of commercial banks are evaluated based on the CRA model, as a cornerstone criterion for the two-stage evaluation in DEA-R, thus allowing the rank of each commercial bank in terms of the incentives system rather on the performance of the productive process.

Unbalanced bidding can seriously imposed the government from obtaining the best value for the taxpayers' money in public procurement since it increases the owner's cost and decreases the fairness of the competitive bidding process. How to detect an unbalanced bid is a challenging task faced by theoretical researchers and practical actors. This study aims to develop an identification method of unbalanced bidding in the construction industry.

The identification of unbalanced bidding is considered as a multi-criteria decision-making (MCDM) problem. A data-driven unit price database from the historical bidding document is built to present the reference unit prices as benchmarks. According to the proposed extended TOPSIS method, the data-driven unit price is chosen as the positive ideal solution, and the unit price that has the furthest absolute distance measure as the negative ideal solution. The concept of relative distance is introduced to measure the distances between positive and negative ideal solutions and each bidding unit price. The unbalanced bidding degree is ranked by means of relative distance.

The proposed model can be used for the quantitative evaluation of unbalanced bidding from a decision-making perspective. The identification process is developed according to the decision-making process. The finding shows that the model will support owners to efficiently and effectively identify unbalanced bidding in the bid evaluation stage.

The data-driven reference unit prices improve the accuracy of the benchmark to evaluate the unbalanced bidding. The extended TOPSIS model is applied to identify unbalanced bidding; the owners can undertake objective decision-making to identify and prevent unbalanced bidding at the stage of procurement.

There is clear evidence that prison can be detrimental to mental health and that wider society has tended to assume “out of sight, out of mind” for prisoners in mental distress. The lack of access to effective mental health care in prisons along with increasingly lower numbers of prison officers, or Operational Officers (OOs), has created a negative culture that requires the development of specialist services. With this comes a need to conduct evaluations, and investigations, into the roles of OOs and mental health-care staff. This study aims to report on a commissioned evaluation around the introduction and development of an HMP Mental Health Unit, named the integrated support unit (ISU), in the North of England. This study’s section of the wider evaluation focuses on the early team building, working practice and development of mental health registered nurses, other care staff and OOs within the ISU.

Three focus groups incorporating two professional groups took place on the ISU. The first of six Mental Health Workers (MHW) including Registered Mental Health Nurses and support workers; the second of two sets of two ISU dedicated OOs. The areas addressed within each of the groups concerned why staff wanted to work in the ISU, as well as how they would measure its potential success, and the necessary skills competencies and training they thought were required to prepare them to work in the area.

Overall, the participants expressed an interest or enthusiasm for their work having actively chosen to work in the ISU. There was a strong sense of a wish for the unit to succeed; in fact, success was a motivating drive for all. Both OOs and MHW emphasised the importance of teamworking, autonomy and freedom as well as information sharing. Analysis also revealed many areas of practice that were challenging. The findings are optimistic for the development of such special units as evaluated here. The drivers for different professions along with their measures of success in the field are discussed in detail. The relationship, expectations, hopes and needs of both MHW and prison officers working in a multidisciplinary unit provide useful information to support both policy and practice in the field. The authors make recommendations around training regimes and how they can effectively coordinate the different symbiotic professional roles. The ISU is a new initiative in offender management within prisons and is reviewed as a model of mental health practice in prison settings.

The value in recruiting to the ISU dedicated OOs, with committed interests in mental health. A continued emphasis on the ongoing development of team working, focussing on issues of risk, trust and treatment. The development (by nurses) of a formal/mandatory period of training for new OO’s prior to taking up a role on the ISU. For mental health nurses to embrace team leadership/educator roles in the areas of mental health awareness, team building and conflict resolution. To capture and formulate and develop the specific range of mental health interventions offered within the ISU.

The presented research explores and evaluates the introduction of a new mental health wing (ISU) for 11 patients in a Northern UK prison. It does this through the consideration of group discussions with both MHW and OOs on this wing. This work is part of a larger study.