Business students’ perceptions of faculty evaluations

Abstract

Students are asked to evaluate faculty on a continual basis at most universities throughout the world, yet students have varying perceptions about the purpose and usefulness of these evaluations. While research has focused on the faculty issues regarding evaluations and their use in subsequent evaluation, yearly reviews, tenure decisions, and even post‐tenure review, little research has been conducted to evaluate student feelings on the evaluations. In a case study format, a random sample of College of Business Administration students from freshman to EMBA levels was polled about their perceptions of the student ratings of faculty. The results provide interesting insights into their perceptions as well as constructive ideas on how better to administer the evaluations and publish the results. Results can benefit not only business schools but also other colleges in improving the evaluation process and linking the results to other rewards and faculty improvement mechanisms.

Student evaluations of teaching: effects of the Big Five personality traits, grades and the validity hypothesis

“…For example, instructors who are perceived as warm, kind, funny, enthusiastic or entertaining may receive higher student ratings, regardless of their level of knowledge in the subject being taught (e.g. Ahmadi, Helms, and Raiszadeh 2001;Feldman 1986;Widmeyer and Loy 1988;Wilson 1998). Warm interpersonal style, personal charisma, self-assurance and professionalism in teaching approach have been indicated as important qualities of an ideal instructor (Bennett 1982).…”

“He Will Crush You Like an Academic Ninja!”: Exploring Teacher Ratings on Ratemyprofessors.com

“…Another area of investigation with regard to student evaluations of teaching is student perceptions of the evaluation process, although some authors have commented that student attitudes have received little research attention (Ahmadi, Helms, & Raiszadeh, 2001; Dommeyer, Baum, & Hanna, 2002). Abbott, Wulff, Nyquist, Ropp and Hess (1990) argue that this line of research is important because “student satisfaction may affect students' willingness to participate, may influence their opinions about teaching effectiveness, or both” (Discussion section, p. 1).…”

Do Students Listen To Advice From Their Experienced Peers?

“…Hobson and Talbot, 2001; Cooladarci, T. & Kornfield, 2007 and references contained therein) reviewed research on the reliability and validity of student evaluations and concluded that "well-developed student evaluations with adequate reliability and validity data may provide some of the best measures of teaching effectiveness." In spite of this research, it is not uncommon to find students who doubt value of these university administered evaluations (Ahmadi et al, 2001). Similarly, many faculty doubt the ability of these instruments to measure their teaching.…”