Web‐based student feedback: comparing teaching‐award and research‐award recipients

Symbaluk, Diane; Howell, Andrew J.

doi:10.1080/02602930802563094

Cited by 8 publications

(7 citation statements)

References 34 publications

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“…However, the validity of those evaluations according to Jones, Gaffney-Rhys and Jones (2012) and Clayson (2013) is relatively low and prone to cognitive biases, so the general suggestion is not to use this data as a base for remuneration systems. Research has found that a first impression had a great effect on the score of student evaluation, additionally the use of humour, clarity, appearance and personality of lecturers is of great importance in regards to the results of students' evaluations, thus the quality of these evaluations is highly questionable and they should be handled with care (Symbaluk and Howell 2010). These results are controversial; objects or research are different and varied.…”

Section: Browne and Rayner 2015 (England Higher Education)mentioning

confidence: 99%

“…These should be seen as one possibility, the results are merely an indication and provide necessary input for development; however, no sweeping conclusions should be drawn on their basis. In spite of significant positive developments with regards to student surveys, various studies also point to the unreliability of student ratings (Jones et al 2014, Clayson 2013, where first impressions and likeability of the teacher's personality play an important part (Symbaluk and Howell 2010).…”

Section: The Particularities and Effectiveness Of The Pm Systems Of Umentioning

confidence: 99%

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Performance Management of Academic Staff and Its Effectiveness to Teaching and Research – Based on the Example of Estonian Universities

Türk¹

2016

Trames

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The aim of the research is to identify options for developing performance management (PM) of the academic staff (AS) based on the example of Estonian universities (economics faculties). We want to find out more about PA and its interaction with other elements of performance-the effectiveness of teaching and research are studied. The analysis includes a review on how the PM system has developed over time, ascertaining special features with respect to the economic crisis. Methods included three questionnairebased surveys of AS carried out in 2013, interviews with nine academic leaders and seven focus group interviews were conducted. Qualitative methods involved the analysis of documentation universities, interviews and participatory observations within a case study. A detailed PA system enables the AS to achieve higher results specifically during periods of restructuring and change at universities, but causes a negative impact for quality and motivation of AS in times of crisis. During the stage of further development of the faculties, it would be necessary to pay more attention to qualitative indicators and reduce the number of quantitative indicators. It is necessary to develop the PM to be applied in conjunction with other management instruments (qualitative management, personnel management).

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Section: Browne and Rayner 2015 (England Higher Education)mentioning

confidence: 99%

Section: The Particularities and Effectiveness Of The Pm Systems Of Umentioning

confidence: 99%

Performance Management of Academic Staff and Its Effectiveness to Teaching and Research – Based on the Example of Estonian Universities

Türk¹

2016

Trames

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“…Two other studies examined the validity of RMP ratings using different approaches. Symbaluk and Howell (2010) compared the RMP ratings of teaching-award winners and those of research-award winners. The sample includes 120 winners of 3M Teaching Fellowship and 119 winners of Killam Research Fellowship in Canada.…”

Section: Related Literature On Rmpmentioning

confidence: 99%

“…Gannon (2018) also suggested that despite the potential biases in student evaluation, it is still the best available measure of teaching effectiveness. Symbaluk and Howell (2010) concluded that even with the potential biases in student evaluations, they are reasonably valid measures of teaching effectiveness. RMP is a website on which students can leave their ratings and comments of faculty members.…”

Section: Introductionmentioning

confidence: 99%

Ranking of Accounting Doctoral Programs Based on Student Ratings in Ratemyprofessors.com and the Effect of Formal Teaching Training on the Rankings

Chan

Farrell

Healy

et al. 2019

IJDS

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Aim/Purpose: Although there are calls for better teaching training for accounting doctoral students, there are limited research findings on rankings of accounting doctoral programs based on the teaching effectiveness of their graduates. Background: There are two research objectives of this study. First, we rank the US accounting doctoral programs based on the student perceptions of the teaching effectiveness of their graduates using student ratings in ratemyprofessors.com. Second, we examine whether the ranking is associated with the presence of formal teaching training in the doctoral programs. Methodology: Overall quality ratings posted in ratemyprofessors.com are collected for 822 accounting professors who graduated in 2001-10 from 75 US accounting doctoral programs. The curriculum information is collected from the web pages of their doctoral programs. Contribution: This study fills two voids in the literature. Unlike previous accounting doctoral studies that rank programs based on the amount of research output of the graduates, this paper ranks programs based on the perceived teaching effectiveness of the graduates. It also adds insights into the importance of offering formal teaching training to doctoral students, which is called for by the AACSB. Findings: We find that the teaching ranking in this study is only mildly related to previous research rankings that were based on the research output of doctoral graduates. We also find that doctoral programs with higher rankings in this study are more likely to have formal teaching training in their programs. Recommendations for Practitioners: Given the findings in this study and the literature, accounting doctoral program administrators should incorporate or strengthen a formal teaching training component in doctoral programs. Recommendation for Researchers: There is a need for researchers on doctoral program evaluations to broaden their scope of assessment to include both teaching scholarship and research output of the doctoral graduates. Impact on Society: The findings in this study show that there is limited formal teaching training for accounting doctoral students, which is consistent with results in the literature of other fields. This study echoes the calls for more training on how to teach to improve the teaching ability of the graduates. When doctoral graduates become more effective professors, the learning outcome among college students can be improved as a result. Future Research: Future research can explore other better and more direct measures of teaching effectiveness in the evaluation of the accounting doctoral graduates and the accounting doctoral programs. The effect and the methods of more innovative pedagogical training on doctoral students can also be examined.

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“…The primary goal of normal universities should be switched to preparing students for practice, which entails rectifying the current marginality of teacher education and according equitable value to teaching. Teaching-oriented staff should be accredited for their unfailing commitment to their teaching career, and their generally higher level of teaching quality than research-active staff (Symbaluk & Howell, 2010). Demands on teachers' research outcomes need to be re-examined to set realistic expectations, given the high level of investment required for research activities, the inverse relationship between quantity and quality of research, institutional characteristics and practical constraints.…”

Section: Establishing a Fair Faculty Assessment Systemmentioning

confidence: 99%

To Be or Not to Be? The “Publish or Perish” Syndrome for English Teacher Educators in China

Yan

2015

Front Educ China

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The philosophy of "publish or perish" has already been adopted as a yardstick by the vast majority of Chinese higher education institutions in their attempts to benchmark Western research universities in recent years, which has led to increasing pressure on university teachers to produce research publications. This paper addresses this endemic issue in China's teaching universities with particular reference to its impact on English teacher educators. It points out that this trend is a result of unrealistically benchmarking research universities in well-resourced Western countries and overlooking the nature of teaching universities, the nature of English teacher educators' professional commitments, and the practical constraints on China's teaching institutions. It has given rise to a variety of problems which, unless addressed properly, may demoralize English teacher educators and impair the quality of both teaching and research. The paper argues that a fair perception of and attitude towards research and realistic expectations of English teacher educators' research outcomes are essential. Practical implications at macro-, meso-and micro-levels are provided with the aim of improving the status quo.

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Web‐based student feedback: comparing teaching‐award and research‐award recipients

Cited by 8 publications

References 34 publications

Performance Management of Academic Staff and Its Effectiveness to Teaching and Research – Based on the Example of Estonian Universities

Performance Management of Academic Staff and Its Effectiveness to Teaching and Research – Based on the Example of Estonian Universities

Ranking of Accounting Doctoral Programs Based on Student Ratings in Ratemyprofessors.com and the Effect of Formal Teaching Training on the Rankings

To Be or Not to Be? The “Publish or Perish” Syndrome for English Teacher Educators in China

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