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What Do Academic Faculty Members Think of Performance Measures of Academic Teaching? A Case Study From a 10-Year Perspective

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  • Eyal Eckhaus
  • Nitza Davidovitch

Abstract

Much has been written about myths and facts concerning teaching surveys completed by students at academic institutions. The myths usually emerge among faculty members based on their subjective point of view, personal experience, or intuitive interpretation of events. The following case study is the first of its kind, and it follows how academic faculty members evaluate performance measurement of academic teaching and teaching surveys in particular, while examining the change that has occurred over the last decade. The case analysis, examining instructors’ evaluation of teaching surveys completed by students, is based on a group of senior faculty members in Israeli academic institutions. The current study is unique in examining how academic faculty members perceive alternative options for measuring their overall performance in academic teaching as manifested in teaching surveys. One hundred eighty-two questionnaires were collected from senior faculty members at academic institutions, comprised of open-ended questions concerning suggestions for alternative teaching evaluation surveys and their structure. The research findings show that the instructors mention “professional†alternatives and perceive teaching surveys as an unprofessional and populist tool. Assuming that students’ voices and their opinion of teaching are important, professional alternatives for evaluating and improving teaching should find expression—and instructors relate significantly to professional elements at academic institutions as potentially helpful factors.

Suggested Citation

  • Eyal Eckhaus & Nitza Davidovitch, 2023. "What Do Academic Faculty Members Think of Performance Measures of Academic Teaching? A Case Study From a 10-Year Perspective," SAGE Open, , vol. 13(2), pages 21582440231, June.
    • Handle: RePEc:sae:sagope:v:13:y:2023:i:2:p:21582440231181569
    DOI: 10.1177/21582440231181569
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    1. Margaret E. Roberts & Brandon M. Stewart & Dustin Tingley & Christopher Lucas & Jetson Leder‐Luis & Shana Kushner Gadarian & Bethany Albertson & David G. Rand, 2014. "Structural Topic Models for Open‐Ended Survey Responses," American Journal of Political Science, John Wiley & Sons, vol. 58(4), pages 1064-1082, October.
    2. Eyal Eckhaus & Zachary Sheaffer, 2018. "Managerial hubris detection: the case of Enron," Risk Management, Palgrave Macmillan, vol. 20(4), pages 304-325, November.
    3. Eyal Eckhaus & Nitza Davidovitch, 2019. "How do Academic Faculty Members Perceive the Effect of Teaching Surveys Completed by Students on Appointment and Promotion Processes at Academic Institutions? A Case Study," International Journal of Higher Education, Sciedu Press, vol. 8(1), pages 171-171, February.
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