Evaluating teaching quality in higher education: stakeholder perspectives

Abstract

Background: The evaluation of teaching quality is a central axis of debate in higher education (HE) globally. Despite abundant literature on teaching performance, there is insufficient evidence on the process of evaluating teaching quality from the perspectives of both professors (a term used in this article to describe all staff who carry out teaching functions in HE institutions (HEIs)) and students. Purpose: This study aimed to identify how HE professors and students conceptualised the evaluation of teaching quality and to provide a grounded framework to inform the improvement of the current evaluation system. It posed three research questions: 1) How do professors and students understand the evaluation of teaching quality? 2) What utility do they attribute to this evaluative process? and 3) What aspects should the process focus on, considering their expressed needs? Method: The study adopted a qualitative-interpretive approach, based on individual interviews with 21 professors and group interviews with 33 students, at one Chilean university. An inductive–deductive process was used to conduct a thematic analysis of the data. Findings: Although the evaluation process revealed strengths and weaknesses in teaching practice, a key area for improvement was ensuring that all stakeholders were fully aware of the purposes of the process. There was a shared perspective that teaching evaluations should assess how thoroughly professors adapted their teaching to context; applied interpersonal teaching skills with their students; and acted with commitment and professionalism. Most students perceived teaching evaluations as merely a bureaucratic procedure. Conclusion: The study highlights the importance of a comprehensive teaching quality evaluation system, with a clear formative intent. In addition, analysis and reflection on the quality of teaching should be promoted. The study includes several specific suggestions for improving teaching evaluation processes.