Using faculty evaluation to improve teaching quality: A longitudinal case study of higher education in Southeast Asia

Philip HALLINGER

Research output: Contribution to journalArticle

6 Citations (Scopus)

Abstract

This paper presents a case study of implementation of a new system of faculty teaching evaluation at a graduate school of business in Thailand. The research employed a non-experimental, longitudinal case study design in the analysis of student course evaluation data gathered over a period of 21 terms during a seven-year period. The report describes the design of the performance and reward system and its role in the college’s quality improvement program. Quantitative data analysis focused on results related to both instructor performance and faculty turnover. The data suggest statistically significant improvement in levels of instructor effectiveness and faculty turnover in the college over the seven-year period. While the research is subject to the contextual limitations of case studies, it also demonstrates the possibilities and problems of employing performance and reward in higher education. Copyright © 2010 Springer Science + Business Media, LLC.
Original languageEnglish
Pages (from-to)253-274
JournalEducational Assessment, Evaluation and Accountability
Volume22
Issue number4
DOIs
Publication statusPublished - Nov 2010

Citation

Hallinger, P. (2010). Using faculty evaluation to improve teaching quality: A longitudinal case study of higher education in Southeast Asia. Educational Assessment, Evaluation and Accountability, 22(4), 253-274.

Keywords

  • Faculty evaluation
  • Performance assessment
  • Performance and reward
  • Higher education
  • Organizational change

Fingerprint Dive into the research topics of 'Using faculty evaluation to improve teaching quality: A longitudinal case study of higher education in Southeast Asia'. Together they form a unique fingerprint.