countries but also in China. This study, based on Harman’s framework, analyses the features and implementation of undergraduate teaching evaluation (UTE) through case studies of four different universities in Guangdong province, southern China. The findings reveal both positive and negative impacts on the institutions, staff and students concerned under the UTE. Suggestions for the improvement of quality assurance mechanisms are discussed. Copyright © 2012 Tyrell Burges.
|Journal||Higher education review|
|Publication status||Published - Mar 2012|