University performance evaluations: what are we really measuring?

Bedggood, Rowan; Donovan, Jerome D.

doi:10.1080/03075079.2010.549221

Cited by 103 publications

(86 citation statements)

References 48 publications

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“…Yet these performance measures can only be applied at the organisational level, whereas individual instructors/teachers are responsible for the quality of education provided in the delivery of the courses they teach. In assessing their teaching quality, student experiences and perceptions also traditionally play an important role (Arnold 2008;Bedggood and Donovan 2012;Lindsay, Breen, and Jenkins 2002).…”

Section: Research and Teaching Quality Relationship Hypothesesmentioning

confidence: 99%

“…Teaching quality/effectiveness is usually gauged via student assessments (Hattie and Marsh 1996). Although the use of student assessments is controversial (Balam and Shannon 2010;Bedggood and Donovan 2012), much of the literature in the area concludes that student assessments are generally consistent and valid (Arnold 2008;Liu 2012).…”

Section: Research and Teaching Quality Relationship Hypothesesmentioning

confidence: 99%

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Research, teaching and performance evaluation in academia: the salience of quality

Čadež

Dimovski

Groff

2015

Studies in Higher Education

183

130

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The workload of most academics involves two main activities: research and teaching. Despite the dual nature of the work, career advancement usually chiefly depends on research performance. Since academics are rational actors, warnings are beginning to emerge that current predominantly research-based performance evaluation systems may be detrimental to creativity and innovation in teaching. This paper investigates the substance of these warnings by revisiting the relationship between research performance and teaching quality. Using a large cross-disciplinary sample of academics within a research-oriented university, we find, consistent with prior evidence, that research productivity is not related to teaching quality, whereas research quality is positively related with teaching quality. These findings discount fears that research-based performance evaluation in academia may be detrimental to teaching quality.

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Section: Research and Teaching Quality Relationship Hypothesesmentioning

confidence: 99%

Section: Research and Teaching Quality Relationship Hypothesesmentioning

confidence: 99%

Research, teaching and performance evaluation in academia: the salience of quality

Čadež

Dimovski

Groff

2015

Studies in Higher Education

183

130

View full text Add to dashboard Cite

show abstract

“…Student satisfaction is generally agreed to be the extent to which students are enjoying their studies (Bedggood & Donovan, 2012). Student satisfaction is used 117 as a proxy for good teaching (Bedggood & Donovan, 2012), to rank universities on league tables, and by prospective students in their decision making (Douglas, Douglas, McClelland, & Davies, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

Flipped learning, flipped satisfaction, getting the balance right

Fisher

Ross

Laferriere

et al. 2017

TLI

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This paper explores students' perceptions of their learning outcomes, engagement, and satisfaction with a technology-facilitated flipped approach in a third-year core subject at an Australian university during 2014. In this pilot study, findings reveal that students preferred the flipped approach to the traditional face-to-face delivery and reported increased engagement, satisfaction, and learning outcomes as a result of both the flipped classroom approach and the use of digital technologies in the delivery of the unit. However, students did report frustration and less satisfaction generally with the flipped model in the initial stages of the semester. The implications are that students may require extra support in the initial stages of delivery of a flipped class to assist them to understand and take up the challenge of the approach, thereby maximising student engagement and satisfaction earlier in the semester.

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“…The most important of these is the quality of instruction, which includes the lecturer personality, perceived knowledge and skill and friendliness and approachability. This factor can account for 50-80 per cent of the variance in student satisfaction ratings (Bedggood & Donovan, 2012). It has become increasingly more important for Australian universities to seek higher satisfaction scores from their students for their educational programs.…”

Section: The Situation In Property Higher Education In Australiamentioning

confidence: 99%

“…Studies within the property discipline within higher education (Newell, 2013;Boyd, 2010;Bedggood & Donovan, 2012) found that at the specific property education level there were key factors influencing the student satisfaction ratings. These included the quality of instruction, the perceived relevance of the instruction and the difficulty of the task.…”

Section: The Situation In Property Higher Education In Australiamentioning

confidence: 99%

Chasing student satisfaction in the delivery of property higher education

Baxter¹,

Aranda‐Mena²,

Robson³

2017

24th Annual European Real Estate Society Conference

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Purpose: Customer satisfaction has been a goal within the services marketing area for many years. There has been considerable debate over whether higher education students are customers. Funding sources for higher education (HE), regard student satisfaction as one of the measurable components of a university's success in Australia. If it is accepted that HE students are indeed customers, then the marketing models that are applied to services marketing clients could also be applicable within the higher education arena. A questionnaire was developed using Qualtrics, which was delivered to every property undergraduate student in Australia. Findings:The current Australian HE student is contributing towards the cost of their tertiary education in a considerable way. For this reason and many others, modern HE students have different needs and expectations from students in the past and they are similar to any other service customer. Responses from the interviews and the questionnaire indicate a degree of dissatisfaction with issues around teaching quality and delivery, out-dated and inappropriate materials and the lack of practical application such as formal work experience, site visits and case studies.Originality: This research seeks to evaluate higher education property student satisfaction and identify important factors that universities can concentrate on in their goal of improving the student experience.

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University performance evaluations: what are we really measuring?

Cited by 103 publications

References 48 publications

Research, teaching and performance evaluation in academia: the salience of quality

Research, teaching and performance evaluation in academia: the salience of quality

Flipped learning, flipped satisfaction, getting the balance right

Chasing student satisfaction in the delivery of property higher education

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