This thought-provoking volume offers comprehensive analysis of contemporary research and literature on student evaluation of teaching (SET) in Higher Education.
In evaluating data from fields including education, psychology, engineering, science, and business, this volume critically engages with the assumption that SET is a reliable and valid measure of effective teaching. Clayson navigates a range of cultural, social, and era-related factors including gender, grades, personality, student honesty, and halo effects to consider how these may impact on the accuracy and impartiality of student evaluations. Ultimately, he posits a “popularity hypothesis”, asserting that above all, SET measures instructor likability. While controversial, the hypothesis powerfully and persuasively draws on extensive and divergent literature to offer new and salient insights regarding the growing and potentially misleading phenomenon of SET.
This topical and transdisciplinary book will be of great interest to researchers, faculty, and administrators in the fields of higher education management, administration, teaching and learning.
