A common way to measure teaching quality in higher education is to use student feedback in the form of student evaluation surveys to evaluate teaching (SET). Such feedback is often used:
The use of these surveys has however also often been criticized. While research has shown that SETs can be useful for improving teaching, teachers often indicate a concern with the validity, reliability and usefulness of SETs in assessing their individual teaching efficiency.
In this case study, we investigate the use of SET at the Business and Social Science Faculty at Aarhus University, in order to examine the effects of SET on student learning, but also the mechanisms influencing the implementation of a comprehensive, and standardized SET procedure. The aim is to explore if and how systematic course evaluation supports or constrains the development of teaching across the disciplines at BSS, with focus on the role of course evaluations.
Through qualitative and quantitative analyses, we will examine these three overarching research questions: