Faculty perceptions of student evaluations of teaching in higher education

Student evaluations of teaching (SETs) are widely used as an assessment instrument by institutions of higher education in the US and around the world. However their validity and usefulness in the assessment of teaching effectiveness remains a contentious topic in the academic community. Although many studies on the general topic of SETs can be found in the literature, faculty perceptions have not been explored in much detail. The current study fills a gap in the existing literature by employing qualitative research methods in order to reveal insights regarding the perceptions of faculty on the validity and uses of SETs. More specifically this study investigates the extent to which faculty perceive SETs to be adequate reflections of their teaching effectiveness, how they perceive the administrative use of SETs and how these perceptions might influence the conduct of the faculty.;A qualitative research methodology was used based on a case study approach to collecting data through open ended interviews with faculty members. Themes emerged as a result of performing the cross-case analysis. Despite widespread and sometimes intense criticism, faculty in general find value in SETs and support their use as a tool for improving teaching effectiveness. Even faculty who are very critical of the process seek student feedback using alternatives to the standard instrument or make adjustment to their teaching based on the feedback received. Whether through standard SETs or other means student feedback is very much needed in higher education. The present study provides an analysis of the issues associated with the current system through the lens of faculty. In doing so it sheds light on potential avenues for improving the assessment of teaching effectiveness and ultimately contributes to promoting better overall pedagogy in higher education.