Using Faculty Evaluation to Improve Teaching Quality: A Longitudinal Case Study of Higher Education in Southeast Asia

Autor/in	Hallinger, Philip
Titel	Using Faculty Evaluation to Improve Teaching Quality: A Longitudinal Case Study of Higher Education in Southeast Asia
Quelle	In: Educational Assessment, Evaluation and Accountability, 22 (2010) 4, S.253-274 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-8597
DOI	10.1007/s11092-010-9108-9
Schlagwörter	Higher Education; Teacher Effectiveness; Faculty Evaluation; Course Evaluation; Improvement Programs; Program Effectiveness; Foreign Countries; Rewards; Data Analysis; Research; Longitudinal Studies; Case Studies; Faculty Mobility; Statistical Significance; Performance; Teacher Evaluation; Graduate Study; Graduate School Faculty; Asia; Thailand + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Effizienzsteigerung; Ausland; Reward; Belohnung; Auswertung; Forschung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Case study; Fallstudie; Case Study; Achievement; Leistung; Teacher appraisal; Lehrerbeurteilung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Asien
Abstract	This paper presents a case study of implementation of a new system of faculty teaching evaluation at a graduate school of business in Thailand. The research employed a non-experimental, longitudinal case study design in the analysis of student course evaluation data gathered over a period of 21 terms during a seven-year period. The report describes the design of the performance and reward system and its role in the college's quality improvement program. Quantitative data analysis focused on results related to both instructor performance and faculty turnover. The data suggest statistically significant improvement in levels of instructor effectiveness and faculty turnover in the college over the seven-year period. While the research is subject to the contextual limitations of case studies, it also demonstrates the possibilities and problems of employing performance and reward in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10