Student faculty evaluation (SFE) at Jordanian universities: a student perspective

Student Motivations, Perceptions and Opinions of Participating in Student Evaluation of Teaching Surveys: A Scoping Review

“…Across the 21 studies, 16,561 students were represented. There were 14 cross-sectional studies (Balam and Shannon 2010;Patrick 2011;Backer, 2012;Fetzner 2013;Asassfeh et al 2014;Nasrollahi et al 2014;Kite, Subedi, and Bryant-Lees 2015;Spooren and Christiaens 2017;McClain, Gulbis, and Hays 2018;Thielsch, Brinkmöller, and Forthmann 2018;Alsmadi 2019;Hoel and Dahl 2019;Cox, Rickard, and Lowery 2022; Suárez Monzón, Gómez Suárez, and Lara Paredes 2022), three focus group studies (Kinash, Knight, and Hives 2011;Ernst 2014;Gupta et al 2020), one qualitative Delphi study (Cone et al 2018), mixed methods study (Stein et al 2021), natural experiment (Cho, Baek, and Cho 2015) and qualitative longitudinal study (Pettit et al 2015). Ten studies were conducted in the United States (Balam and Shannon 2010;Patrick 2011;Fetzner 2013;Ernst 2014;Kite, Subedi, and Bryant-Lees 2015;Pettit et al 2015;Cone et al 2018;McClain, Gulbis, and Hays 2018;Gupta et al 2020;Cox, Rickard, and Lowery 2022), two in Australia (Kinash, Knight, and Hives 2011;Backer, 2012) and Jordan (Asassfeh et al 2014;Alsmadi 2019), one in Ecuador (Suárez Monzón, Gómez Suárez, and Lara Paredes 2022), New Zealand (Stein et al 2021), Iran (Nasrollahi et al 2014), Korea (Cho, Baek, and Cho 2015), Norway…”

“…Not all students provided honest feedback on SET. Students admitted that they were sometimes dishonest in their evaluation of teaching performance (Backer, 2012;Asassfeh et al 2014;Kite, Subedi, and Bryant-Lees 2015;McClain, Gulbis, and Hays 2018;Cox, Rickard, and Lowery 2022). In a cross-sectional study of 235 students in Australia, 30% believed that students provide low SET scores as a punishment to their teacher for receiving low grades (Backer, 2012) Researchers suggest academics who give better grades are more likely to get better SET scores, while academics who are stricter in grading receive poorer SET scores (Patrick 2011;Backer, 2012;Fetzner 2013;Cho, Baek, and Cho 2015;Suárez Monzón, Gómez Suárez, and Lara Paredes 2022).…”

“Somebody has to teach the ‘broccoli’ course”: Administrators Navigating Student Evaluations of Teaching (SET)

“…The actual impact of SET on teaching quality and performance is also frequently questioned. While some studies have suggested that SET are beneficial as instructors perceive these results as a valuable piece of information for improving teaching quality (Makondo & Ndebele, 2014) and for refining their teaching skills (Curwood et al, 2015), others have argued that most of this data do not have an actual impact on teaching quality (Asassfeh, Al-Ebous, Khwaileh, & Al-Zoubi, 2013;Campbell & Bozeman, 2007), mostly due to gaps in the way instructors engage with SET results (Stein et al, 2013) or due to the potential negative emotional impact SET results have in instructors' personal lives (Lindahl & Unger, 2010;Zhu, White, Rankin, & Davison, 2018).…”

Student voice: perceptions of fair treatment in a Foundations program

“…Background to the study Student voice has not always been accorded the status of legitimate enquiry in the Arab world, and the voices of learners went unheard in the region in the past. However, the recent implementation of quality assurance processes in higher education has meant that surveys of student satisfaction are being undertaken in the region, in line with contemporary practices in higher education globally (Wilkins et al, 2012;Adassfeh et al, 2014;Garwe, 2015). Premised on the belief that student satisfaction is a contributory factor to their academic success (Burns et al, 2013), universities in the region have begun to investigate what students have to say about their educational experiences, in order to enhance the quality of that learning experience (Grebennikov and Shah, 2013).…”