The effects of incentives, instructor motivation and feedback strategies on faculty evaluation response rates in large and small class sizes

Alvero, Alicia M.; Mangiapanello, Kathleen; Valad, Jennifer

doi:10.1080/02602938.2018.1521913

Cited by 5 publications

(5 citation statements)

References 29 publications

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“…Our finding that impact information was insignificant in raising participation in course evaluations is consistent with that of Alvero et al (2019)-the only other experimental study that we are aware of, which tested the efficacy of impact information in raising student participation in SETs. An exploration of heterogeneous treatment effects further suggested that the impact information may have even had a negative effect on the participation of students attending bachelor-level courses, but not on that of students attending master-level courses.…”

Section: Discussionsupporting

confidence: 84%

“…Although providing information about the impact of SETs has been frequently advised as a strategy for increasing participation rates (Johnson 2003;Nulty 2008;Chapman and Joines 2017), there has been little evidence of the extent to which such information increases participation rates. A notable exception is provided by Alvero et al (2019), who, using a convenience sample, found that informing students about the importance of SETs did not increase participation rates. Our study tests this hypothesis using a large sample that includes all registered students at the Erasmus School of Economics.…”

Section: Methodsmentioning

confidence: 99%

“…Indeed, studies have found that respondents and non-respondents to SETs differ across a range of characteristics (Kherfi 2011;Adams and Umbach 2012;Spooren and Van Loon 2012;Goos and Salomons 2017). Several suggestions have been made to increase participation rates, of which explicit grade incentives have proven to be most effective (Johnson 2003;Dommeyer et al 2004;Goodman et al 2015;Sundstrom et al 2016;Alvero et al 2019;Lipsey and Shepperd 2020). However, many institutions and instructors are hesitant to adopt grade incentives out of ethical considerations or concerns about response validity.…”

Section: Introductionmentioning

confidence: 99%

“…To date, this literature has relied chiefly on observational or qualitative data (for a review, see, e.g., Nulty 2008). Existing experiments have focused on instructor-led interventions, particularly on the effect of offering grade incentives (e.g., Dommeyer et al 2004;Sundstrom et al 2016;Alvero et al 2019;Lipsey and Shepperd 2020). Our study complements this literature by providing evidence for the effectiveness of messaging nudges sent by the fines (The Behavioral Insights Team, 2016National Science and Technology Council, Executive Office of the President, 2016).…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Nudging Student Participation in Online Evaluations of Teaching: Evidence from a Field Experiment

et al. 2020

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Section: Discussionsupporting

confidence: 84%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Nudging Student Participation in Online Evaluations of Teaching: Evidence from a Field Experiment

et al. 2020

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“…It is generally believed that the class with less than 30 students is a small class and the one with more than 30 students is regarded as a large class. In view of easy teaching management and teaching methods reform, the educational circles at home and abroad have carried out considerable explorations and researches in small-class teaching in higher education [5][6].…”

Section: An Outline Of Small-class Teaching At Homementioning

confidence: 99%

A Teaching Reform and Practice of Small-Class System in Optional Courses of Engineering Postgraduates

Li¹,

Zhao²

2019

Proceedings of the 2019 3rd International Conference on Economic Development and Education Management (ICEDEM 2019)

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Abstract-Graduate education is the highest level of higher education. With the rapid development of economy and society in China, the scale of national graduate education is also expanding. The optional courses for engineering postgraduates are highly practical, and also there are usually many curriculums in major cultivation programs for engineering disciplines, resulting in the scattered graduates in various optional courses and the small teaching scale. In view of these characteristics, we take Modern Optimization Technology and Its Application, one optional course of the discipline of Control Science and Engineering at Dalian Maritime University, as an example and put forward three teaching reform ideas in order to improve the overall teaching quality. First, based on the small-class teaching methods, we elaborate the transformation of classroom teaching from traditional single subject of instructors to the double subjects of instructors and students, featuring weak-center distributed control teaching mode; Second, based on the scientific research project undertaken by instructors and combined with the port and shipping characteristics of Dalian Maritime University, we illustrate the research-and-discussion teaching of combining theory with practice, featuring guidance, learning, research and practice. The third is to put forward the diversified course assessments and closed-loop quality control system which are suitable for small-class teaching. After three years of practice, through questionnaires and final assessments, we can know that the overall teaching quality of this course is satisfactory, and the relevant methods and strategies can be widely applied to the teaching practice of other graduate courses.

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Exploring stakeholder perceptions and policy implications for strategic managment of large‐size classes: A systematic literature review

Molavi

2024

Review of Education

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Inevitably having large‐size classes creates a huge number of challenges but also benefits that motivate the higher education institutes to recruit large‐size student bodies. This paper aims to identify the focus of scholars in this field, how the concerns have been addressed as well as a pedagogic basis for large‐class management and delivery, then further to determine gaps in the existing literature of large‐size classes. Using PRISMA, this research systematically reviews 131 articles between 1976 and 2024 on an international basis. Building upon the findings of the systematic literature review (SLR), the study introduces the Input‐Process‐Output‐Outcome (IPOO) model of education. Then, the research discusses a range of strategies proposed in academic research to effectively address the challenges posed by large class sizes. These strategies include pedagogical approaches/strategies, perception and behaviour‐based means, technological tools/strategies, and perception‐driven digitised strategies. The article identifies research gaps in the existing literature, particularly regarding stakeholders' perceptions of large class sizes. It emphasises the need for further investigation into the diverse perspectives held by stakeholders regarding the pros and cons of large class environments. The findings underscore the importance of challenging negative and neutral perceptions of large class sizes. Additionally, the study highlights the role of marketing strategies in shaping perceptions of class size and suggests avenues for future research in education business. Finally, the results of the bibliometric analysis reveal specific geographical or disciplinary focuses. The study provides insights for policymakers on developing effective policies to manage large class sizes and suggests future research avenues in education business and policy. Context and implicationsRationale for this studyMotivated by the increasing prevalence of large class sizes in higher education institutions (HEIs) globally, driven by factors such as massification and marketisation. It aims to examine (dis)advantages associated with large classes while considering the diverse perspectives of stakeholders involved. Conducting a SLR and introducing the IPOO model, it aims to pinpoint gaps in managing large classes effectively.Why the new findings matterThe study addresses research gaps, particularly in understanding how perceptions shape educational practices. By highlighting the need to challenge negative perceptions, it emphasises their impact on outcomes and institutional strategies. Additionally, it identifies the role of marketing strategies in shaping perceptions and provides insights for education business.Implications for policy makers, stakeholders and the general publicThe study's implications span education sectors: practitioners can glean insights for managing large classes. Policymakers can utilise this research to inform the development of policies pertaining to class size regulations and resource allocation, ensuring that HEIs receive the necessary support to address challenges arising from large class sizes. Researchers are prompted to study perceptions surrounding class sizes. Funders can support research on class size perceptions, aiding evidence‐based decision making and resource distribution. Finally, the general public can benefit from increased awareness of the complexities surrounding class size dynamics, fostering a broader understanding of the challenges faced by educators and institutions in delivering quality education in large class settings.

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The effects of incentives, instructor motivation and feedback strategies on faculty evaluation response rates in large and small class sizes

Cited by 5 publications

References 29 publications

Nudging Student Participation in Online Evaluations of Teaching: Evidence from a Field Experiment

Nudging Student Participation in Online Evaluations of Teaching: Evidence from a Field Experiment

A Teaching Reform and Practice of Small-Class System in Optional Courses of Engineering Postgraduates

Exploring stakeholder perceptions and policy implications for strategic managment of large‐size classes: A systematic literature review

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