ABSTRACT

In a super-saturated world of academia, the real power has slowly moved from academics’ ownership of their own means of production to a more managerial ethos, with all the accompanying control systems, surveillance, bureaucracy, performance audits and judgements that that entails. Student evaluation of teaching (SET) has become a significant evaluation tool, focusing on front-line contact and quality of teaching, allowing students to make that judgement call. This leaves out a large part of the picture of how institutions are managed and function, putting the onus on the academic and their relationship with students, teaching capability and cohort results. This leads to a sense of unfairness and poses questions about the validity and reliability of judgement calls based on student evaluation of teaching data and subsequent fairness in reward and recognition. This work considers the perceptions of Jordanian academic staff in a private institution of the use of SET as a summative tool for performance appraisal. This research has confirmed that the use of SET as a dominant, if not sole, factor in judging performance can extenuate academic stress. Thus SET results need to be used in a measured way.

摘要

在一个超饱和的学术界世界中，真正的权力已经慢慢地从学术界对自己的生产资料的所有权转变为一种更具管理性的精神，以及随之而来的所有控制系统、监督、官僚主义、绩效审计和判断。学生教学评价（SET）已成为重要的评价工具，侧重于一线接触和教学质量，让学生做出判断。这忽略了机构如何管理和运作的大部分情况，将责任放在学术及其与学生的关系、教学能力和队列结果上。这导致了一种不公平感，并对基于学生对教学数据的评价以及随后的奖励和认可公平性的判断调用的有效性和可靠性提出了质疑。这项工作考虑了约旦学术人员在私人机构中使用 SET 作为绩效评估的总结性工具的看法。这项研究证实，使用 SET 作为判断表现的主要因素（如果不是唯一因素）可以减轻学业压力。因此，需要以测量的方式使用 SET 结果。