Author(s): Valentine Matthews
This research sought to further knowledge on faculty perceptions of student evaluation of teaching. Faculty perceptions of student evaluations of teaching at institutional, academic programs and course levels have been published for at least a century. The focus of this study is at program and institutional level of a Business School within Asia to query the outcomes and understand faculty members’ perceptions of this tool. It also elicits the challenges faced by these evaluations in the context of the case institution and its relationship with the faculty’s self-evaluation of their own teaching. Mixed methods were employed using primary and secondary survey data. The study collects students and faculty ratings and comments are requested to evaluate the effectiveness of teaching in the HEI. Medium and positive correlation is found between course and instruction ratings. Faculty are found to be satisfied with the use of the faculty evaluation of teaching above other alternatives although a combination of multiple tools is deemed acceptable by faculty. Faculty self-evaluation of teaching and student evaluation of teaching is found to be positively correlated. The research exposes similarities between the outcomes of student evaluation of teaching and the faculty self-evaluation of teaching. It also suggests that student and faculty ratings are clustered at the upper end of the rating scale. The implication is that student evaluation of teaching is preferred by faculty of the case higher education institution over faculty self-evaluation of teaching, peer evaluations, and consultant evaluations as a tool for evaluation of the quality of teaching and learning. The findings demonstrate that results buttress existing research and therefore could be further investigated.