| This study identified and compared faculty and student perceptions on teaching quality. The research was conducted at two private higher education institutions, one in Taiwan and the other in Mainland China. The study survey was from Marsh's Students' Evaluation of Educational Quality (SEEQ), and the survey had 31 items employing a five-point Likert scale format. Data collection included 213 faculty and 1,449 students from Taiwanese and Chinese institutions.; A two-way ANOVA procedure was conducted regarding raters (faculty and students) in Taiwan and China, institution types, course types (general education, management, and engineering courses), and their interaction effects. Multiple regression analysis was employed to determine the extent to which factors predicted the overall rating of teaching quality for both faculty and student groups.; Significant differences between students and faculty perceptions of teaching effectiveness were found in several variables. For example, Taiwanese faculty members had more affirmative insights in Individual Rapport than did Chinese faculty. Students in China tended to have more positive perceptions than did their counterparts in Taiwan in the areas of Learning/Academic Value, Breadth of Coverage, Individual Rapport, Assignments/Readings, Examinations/Grading, and Overall Rating. Taiwanese students in engineering courses had more positive views in Individual Rapport, Examinations/Grading, and Overall Rating than did their counterparts in management courses. The findings that showed the most important influence on overall teaching effectiveness/quality was Instructor Enthusiasm, with Examinations/Grading, and Organization/Clarity in second and third positions. Students desire faculty to be enthusiastic, well organized, and fair in grading practices. Similarly, students want faculty to pay attention closely to clearly communicated goals, organization, and fair grading practices.; The researcher recommended that quality universities facing rapid change related to global and technological impacts should have a systematic faculty development program for the improvement of teaching, and for producing and marketing excellence in teaching as a primary institutional goal. Normative differences among students and faculty across academic fields and cultures requires regular faculty, student, and administration sensitive communication to keep teaching excellence goals, practices, and perceptions dynamic and focused on producing desired student achievement. |
