Potential for Blocking Advancement: Teaching Surveys for Student Evaluation of Lecturers

Autor/inn/en	Eckhaus, Eyal; Davidovitch, Nitza
Titel	Potential for Blocking Advancement: Teaching Surveys for Student Evaluation of Lecturers
Quelle	In: International Journal of Educational Methodology, 5 (2019) 3, S.401-406 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9632
Schlagwörter	Student Evaluation of Teacher Performance; Correlation; College Faculty; Teacher Attitudes; Academic Achievement; Student Attitudes; Career Development; Academic Rank (Professional); Colleges; Universities; Comparative Analysis; Foreign Countries; Risk; Faculty Workload; Israel + Suchen Sie Ihr Suchwort? Korrelation; Fakultät; Lehrerverhalten; Schulleistung; Schülerverhalten; Berufsentwicklung; College; Hochschule; Fachhochschule; University; Universität; Ausland; Risiko
Abstract	In the current study we examined the relationships between student evaluations of lecturers (teaching surveys) and faculty members' perceptions of these surveys as capable of blocking and limiting their professional advancement. Faculty members are judged and evaluated by academic authorities for their academic performance in research and teaching. 178 questionnaires were collected from the faculty of several academic institutions. We employ a mix method analysis, and form a model that reflects the factors perceived by faculty members as having the potential to block their professional advancement in academia. The research findings show that lecturers are of the opinion that teaching load has a detrimental effect on students' evaluations in the surveys. Lecturers at the beginning of their academic life, those in lower ranks: senior teacher and senior lecturer, address the negative aspects of the surveys more than others. The research findings indicate that although more hours are taught in colleges than at universities, it is harder to receive positive survey ratings at colleges. Moreover, since in Israeli academia research is still the main criterion for promotion -- faculty members born in Israel were found to teaching less than those born elsewhere. Hence, faculty members think that student surveys are destructive and entail risks for their professional advancement. Assuming that students' voice and opinions on teaching are important -- how can a balance be achieved between the research achievements of faculty members and student satisfaction? (As Provided).
Anmerkungen	Eurasian Society of Educational Research Association. Ataturk District 70.Str. No:15 Gaziantep, Turkey 27260. Tel: +90-342-2116792; Fax: +90-342-2116677; e-mail: editor@ijem.com; Web site: http://www.ijem.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01