Teaching criteria that matter in university academic promotions
Bibliographic Data
| ID | 19379775 |
|---|---|
| Authors | Reshma Subbaye (0000-0001-6903-0927, ,, corresponding author), Renuka Vithal (0000-0002-3395-7912, ,) |
| Year | 2017 |
| Volume | 42 |
| Issue | 1 |
| Pages | 37-60 |
| Publication date | 2017-01-02 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Assessment & Evaluation in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-2938 • E-ISSN: 1469-297X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02602938.2015.1082533 |
| OpenAlex | W2126270608 |
| Language | EN |
| Citations received | 8 |
| References cited | 35 |
While many universities have taken steps to recognise teaching in academic promotions, debate continues on the teaching criteria to be used and their evaluation. This article analyses the 10 criteria that inform the evaluation of teaching and eventual promotion decisions at a South African university: rationale for teaching, teaching methods, postgraduate supervision, assessment, student evaluations, peer evaluations, ongoing study of higher education, developing courses, sharing teaching experiences and special recognition of teaching. The study investigated which criteria, if any, were significant in the overall evaluation of teaching and in academic promotion outcomes for different rank levels. The unexpected key finding was that each of the criteria demonstrated statistically significant correlations and differences with both teaching evaluations and promotion outcomes. While all 10 teaching criteria mattered in the evaluation of teaching and academic promotion outcomes, postgraduate supervision and sharing teaching experiences were especially important for those who were successful at the rank of full professor. A multidimensional approach that rigorously assesses multiple criteria in evaluating teaching at all rank levels, including the professoriate, contributes to its credence and currency in academic promotions. Analyses of actual assessments of teaching criteria and their relation to promotion outcomes can contribute to consensus on evaluating teaching
Credence · Higher education · Mathematics education · Medical education · Political science · Teaching method · Computer Science · Engineering Education and Curriculum Development · Evaluation of Teaching Practices · Innovations in Medical Education · Medicine · Psychology
Academic and professional qualifications of accounting educators in South African higher education
The micro-foundations of conflicts in joint university-industry laboratories
Construction of educational proficiency in academia
Gender, teaching and academic promotions in higher education
Teaching in Academic Promotions at South African Universities
Evaluation of university teaching as sound performance appraisal
Growing a scholarship of teaching and learning institutionally
Engagement of academics in education-driven university-business cooperation
The Scholarship of Teaching
Students' evaluations of University teaching
Toward a more comprehensive approach to evaluating teaching effectiveness
Moving beyond face value
An Evaluative Look at the Model used in the Assessment of Teaching Quality at the University of Natal, South Africa
Building effectiveness in teaching through targeted evaluation and response
Student Evaluation of Teaching Effectiveness
Comparative study of faculty evaluation of teaching practice between Chinese and U.S. Institutions of higher education
Making students' evaluations of teaching effectiveness effective
Criteria for Tenure and Promotion at Public Universities and Colleges in the West
Promotion criteria, faculty experiences and perceptions
| Citations per year | 0.8 |
|---|---|
| Citation span | 2016 - 2025 (10) |
| Highly cited | No |