Understanding the impact of biased student evaluations
An intersectional analysis of academics’ experiences in the UK higher education context
Bibliographic Data
| ID | 14690643 |
|---|---|
| Authors | Athanasia Daskalopoulou (0000-0003-0859-1143, University of Liverpool, Liverpool, UK, corresponding author) |
| Year | 2024 |
| Volume | 49 |
| Issue | 12 |
| Pages | 2411-2422 |
| Publication date | 2024-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2024.2306364 |
| OpenAlex | W4391026856 |
| Language | EN |
| Citations received | 4 |
| References cited | 38 |
This paper aims to offer an understanding of how (intersectional) bias in student evaluations of teaching affects academics' mental health and career progression. Despite the widespread acceptance of student evaluations, an emerging stream of research has begun to highlight the biases and prejudices that underpin much of data collection when it comes to student evaluation surveys both in terms of who completes the evaluation and also in terms of who is being evaluated. While most studies provide analyses of students' comments and illustrate the abuse that is directed at (marginalised) academics, very little research has focused on the impact of this process on academics. This study offers an overview of academics' experiences with student evaluations by drawing on an intersectional analysis of 17 interviews with academics employed in UK Business Schools. The findings illustrate the detrimental impact of student evaluations on academics' mental health and career progression. This study also shows how institutional pressures to keep students happy impact academics' wellbeing and teaching approaches
Context effect · Higher education · Mathematics education · Pedagogy · Political science · Sociology · Evaluation of Teaching Practices · Innovations in Medical Education · Psychology · Student Assessment and Feedback
Motivating student participation in teaching evaluations
Justice and the legitimacy of student evaluation systems in higher education
Intersectionality of Disabled People through a Disability Studies, Ability-Based Studies, and Intersectional Pedagogy Lens
Academic Coverage of Online Activism of Disabled People
Handbook of qualitative research
The Long Interview
College students' views of male and female college teachers
Students’ Evaluations of University Teaching
What’s in a Name
Student evaluations of teaching (mostly) do not measure teaching effectiveness
Gender and cultural bias in student evaluations
Formative assessment in higher education
Gender biases in student evaluations of teaching
Student evaluations of college professors
Thematic Analysis
Abusive comments in student evaluations of courses and teaching
Visualizing Student Opinion Through Text Analysis
Sexism, racism, prejudice, and bias
Student evaluations of teaching
Business schools and faculty experiences of sexism
Gender, Foreignness and Academia
Student Evaluations and Gendered Expectations
Mapping the Margins
Gendered mundanities
Exploring Bias in Student Evaluations
Intersectionality's Definitional Dilemmas
| Unique citing works | 4 |
|---|---|
| Citations per year | 2 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |