Culture and Pedagogy of MEQs
Keywords:
British university, culture, higher education, MEQs, motivation
Abstract
It is claimed that MEQ is multidimensional and it is complex to agree on what those dimensions are and how they interrelate. The main objective of this study is to investigate the culture and Pedagogy of MEQs. Using four dimensions of cultural framework, the underlying pedagogies for the MEQ was identified. The results of the literature reviews show that the cultures of the MEQ are individualist, weak uncertainty avoidance and small power distance, which indicates the Western concept. It has also uncovered that MEQs interrelates to the concept of motivation and enjoyment. The recommendation is for university to have a permanent MEQ staff to give staff development opportunity on the MEQ pedagogy and culture to improve their quality assurance and accountability. It is also recommended to create MEQ software which incorporates additional quantitative data such as class attendance rates and other descriptive statistics which describe the class (i.e. minimum, maximum and average) to minimise the bias effect of the teaching staff and students and increase validity and reliability of MEQs. This paper may be of use for MEQ designers, teaching staff, quality assurance staff, student experience staff, HR staff and executive board members.
References
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Carrell, S. E., & West, J. E. (2010). Does professor quality matter? Evidence from random assignment of students to professors. Journal of Political Economy, 118, 409-432.
Charnock, K. (2010). The right to reticence. Teaching in Higher Education, 15(5), 543-552. https://doi.org/10.1080/13562517.2010.491907
Ching, G. (2018). A literature review on the student evaluation of teaching – An examination of the search, experience, and credence qualities of SET, Higher Education Evaluation and Development, 12(2), 63-74. https://doi.org/10.1108/HEED-04-2018-000
Cohen, E. H. (2005). Student evaluations of course and teacher: Factor analysis and SSA approaches. Assessment & Evaluation in Higher Education, 30, 123-136. https://doi.org/10.1080/026029304200026423
Costin, F., Greenough, W. T., & Menges, R. J. (1971). Student ratings of college teaching: reliability, validity, and usefulness, Review of Educational Research, 41(5), 511-535.
Curran, J. M., & Rosen, D. E. (2006). Student attitudes toward college courses: an examination of influences and intentions. Journal of Marketing Education, 28(2), 135-148. https://doi.org/10.1177/0273475306288401
Devadoss, S., & Foltz, J. (1996). Evaluation of factors influencing student class attendance and performance. American Journal of Agriculture Economics, 78, 499-507.
Elliot, A., Chirkov, V. I., Kim, Y., & Sheldon, K. (2001). A cross-cultural analysis of avoidance (relative to approach) personal goals. Psychological Science, 12(6), 505-510.
Feldman, K. A. (1976). The superior college teacher from the students’ view, Research in Higher Education, 5(3), 243-288. https://doi.org/10.1007/BF00991967
Finn, J. D. (1989). Withdrawing from School. Review of Educational Research, 59(2), 117-142.
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Fried, P., Rodriguez, F., & McComb, J. (2001). Why students do and do not attend classes: myths and realities. Coll. Teach, 49(4), 124-133.
Goetz, T., Nathan, C., Hall, Anne, C., Frenzel, A., & Pekrun, R. (2006). A hierarchical conceptualization of enjoyment in students. Learning and Instruction, 16, 323-338. https://doi.org/10.1016/j.learninstruc.2006.07.004
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Kassarnig, V., Bjerre-Nielsen, A., Mones, E., Lehmann, S., & Lassen, D. (2017). Class attendance, peer similarity and academic performance in a large field study, Plos One, 8, 1-15.
Kaye, D. L. (2006). International students as (un)bounded sojourners: Emergent articulations of culture and identity through intercultural communication. Carbondale, IL: Southern Illinois University Press.
Kearns, K. (1998). Institutional Accountability in Higher Education: A Strategic Approach. Public Productivity & Management Review, 22(2), 140-156.
Keeley, J., Furr, R. M., & Buskist, W. (2010). Differentiating psychology students’ perceptions of teachers using the Teacher Behavior Checklist. Teaching of Psychology, 37, 16-20. https://doi.org/10.1080/00986280903426282
Keeley, J., Smith, D., & Buskist, W. (2006). The Teacher Behaviors Checklist: Factor
Kirby, A., & McElroy, B. (2003). The effect of attendance on grade for first year economics students in University College Cork. Economic and Social Review, 34, 311-326.
Kuppens, P. (2007). Individual differences in the relationship between pleasure and arousal, Journal of Research in Personality, 42, 1053-1059. https://doi.org/10.1016/j.jrp.2007.10.007
Lumby, J. (2011). Enjoyment and learning: Policy and secondary school learners’ experience in England. British Educational Research Journal, 37(2), 247-264. https://doi.org/10.1080/01411920903540680.
Marburger, D. R. (2001). Absenteeism and undergraduate exam performance. Journal of Economic Education, 32, 99-109.
Marks, H. M. (2000). Student engagement in instructional activity: Patterns in the elementary, middle and high school years. American Educational Research Journal, 37, 153-184.
Marsh, H. W. (1982). SEEQ: a reliable, valid, and useful instrument for collecting students’ evaluations of university teaching, British Journal of Educational Psychology, 52(1), 77-95. https://doi.org/10.1111/j.2044-8279.1982.tb02505.x
Marsh, H. W. (1987). Students’ evaluations of university teaching: research findings, methodological issues, and directions for future research, International Journal of Educational Research, 11(3), 253-388. https://doi.org/10.1016/0883-0355(87)90001-2
Marsh, H. W. (2007). Students’ evaluations of university teaching: dimensionality, reliability, validity, potential biases and usefulness, in Perry, R.P. & Smart, J.C. (Eds), The Scholarship of Teaching and Learning in Higher Education: An Evidence-Based Perspective, Springer, Dordrecht, 319-383.
Marsh, H. W., & Dunkin, M. J. (1997). “Students’ evaluations of university teaching: A multidimensional perspective”, in Perry, R. P. and Smart, J. C. (Eds), Effective Teaching in Higher Education: Research and Practice, Agathon, New York, NY, 241-320.
Mehrabian, A. (1968), Some referents and measures of nonverbal behavior, Behavior Research Methods & Instrumentation, 1(6), 203-207. https://doi.org/10.3758/BF03208096
Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis, London, Sage publications.
Moore, R., Jensen, J. M., Hatch, J., Duranczyk, I., Staats, S., & Koch, L. (2003). Showing up: The importance of class attendance for academic success in introductory science course. American Biology Teacher, 65, 325-329.
Mortelmans, D., & Spooren, P. (2009). A revalidation of the SET37–questionnaire for student evaluations of teaching. Educational Studies, 35, 547-552. https://doi.org/10.1080/03055690902880299
Ory, J. C. (2001). Faculty thoughts and concerns about student ratings. New Directions
Otani, K., Kim, B. J., & Cho, J. I. (2012). Student evaluation of teaching (SET) in higher education: how to use SET more effectively and efficiently in public affairs education, Journal of Public Affairs Education, 18(3), 531-544.
Patrick, C. L. (2011). Student evaluations of teaching: effects of the Big Five personality traits, grades and the validity hypothesis. Assessment & Evaluation in Higher Education, 36(2), 239-249. https://doi.org/10.1080/02602930903308258
Pithers, R. T., & Soden, R. (2000). Critical thinking in education: a review. Educational Research, 42(3), 237-249. https://doi.org/10.1080/001318800440579
Richardson, J. T. E. (2005). Instruments for obtaining student feedback: a review of the literature, Assessment & Evaluation in Higher Education, 30(4), 387-415. https://doi.org/10.1080/02602930500099193
Rother, E. T. (2007). Systematic literature review – narrative review, Acta Paulista de Enfermagem, 20(2), vii-viii.
Ryan, R. M., & Powelson, C. L. (1991). Autonomy and relatedness as fundamental to motivation and education. Journal of Learning Disabilities, 19, 500–503.
Selingman, M. E. P., & Csikszenmihalyi, M. (2000). Positive Psychology: An Introduction, American Psychologist, 55(1), 5-14. https://doi.org/10.1037//0003-066X.55.1.5
Shevlin, M., Banyard, P., Davies, M., & Griffiths, M. (2000). The validity of student evaluation in higher education: Love me, love my lectures? Assessment & Evaluation in Higher Education, 25, 397-405. https://doi.org/10.1080/713611436
Solomon, M. R., Surprenant, C. F., Czepiel, J. A., & Gutman, E. G. (1985). A role theory perspective on dyadic interactions: the service encounter, Journal of Marketing, 49(1), 99-111.
Spooren, P. (2010). On the credibility of the judge. A cross-classified multilevel analysis on student evaluations of teaching. Studies in Educational Evaluation, 36, 121-131. https://doi.org/10.1016/j.stueduc.2011.02.001
Spooren, P., Brockx, B., & Mortelmans, D. (2013). On the validity of student evaluation of teaching: The state of the art. Review of Educational Research, 83(4), 598-642. https://doi.org/10.3102/0034654313496870
Ting, K. (2000). A multilevel perspective on student ratings of instruction: Lessons from the Chinese experience. Research in Higher Education, 41, 637-661. https://doi.org/10.1023/A:1007075516271
Tsai, J. L., Knutson, B., & Fung, H. (2006). Cultural Variation in Affect Valuation. Personality Processes and Individual Differences, 90(2), 288-307. https://doi.org/10.1037/0022-3514.90.2.288
Watkins, C. (2005). Classrooms as learning communities: a review of research. London Review of Education, 3(1), 47-64.
Winch, J. (2019). Does Communicative Language Teaching Help Develop Students’ Competence in Thinking Critically. Journal of Language and Education, 5(2), 112-122. https://doi.org/10.17323/jle.2019.8486
Bembenutty, H. & Karabenick, S. A. (2004). Inherent association between academic delay of gratification, future time perspective, and self-regulated learning, Educational Psychology Review, 16(1), 35-57. https://doi.org/10.1023/B:EDPR.0000012344.34008.5c
Blunsdon, B. Reed, K., & McNeil, N. (2003). Experiential Learning in Social Science Theory: An investigation of the relationship between student enjoyment and learning. Journal of Further and Higher Education, 22(1), 93-56. https://doi.org/10.1080/0729436032000056544
Carrell, S. E., & West, J. E. (2010). Does professor quality matter? Evidence from random assignment of students to professors. Journal of Political Economy, 118, 409-432.
Charnock, K. (2010). The right to reticence. Teaching in Higher Education, 15(5), 543-552. https://doi.org/10.1080/13562517.2010.491907
Ching, G. (2018). A literature review on the student evaluation of teaching – An examination of the search, experience, and credence qualities of SET, Higher Education Evaluation and Development, 12(2), 63-74. https://doi.org/10.1108/HEED-04-2018-000
Cohen, E. H. (2005). Student evaluations of course and teacher: Factor analysis and SSA approaches. Assessment & Evaluation in Higher Education, 30, 123-136. https://doi.org/10.1080/026029304200026423
Costin, F., Greenough, W. T., & Menges, R. J. (1971). Student ratings of college teaching: reliability, validity, and usefulness, Review of Educational Research, 41(5), 511-535.
Curran, J. M., & Rosen, D. E. (2006). Student attitudes toward college courses: an examination of influences and intentions. Journal of Marketing Education, 28(2), 135-148. https://doi.org/10.1177/0273475306288401
Devadoss, S., & Foltz, J. (1996). Evaluation of factors influencing student class attendance and performance. American Journal of Agriculture Economics, 78, 499-507.
Elliot, A., Chirkov, V. I., Kim, Y., & Sheldon, K. (2001). A cross-cultural analysis of avoidance (relative to approach) personal goals. Psychological Science, 12(6), 505-510.
Feldman, K. A. (1976). The superior college teacher from the students’ view, Research in Higher Education, 5(3), 243-288. https://doi.org/10.1007/BF00991967
Finn, J. D. (1989). Withdrawing from School. Review of Educational Research, 59(2), 117-142.
for Teaching and Learning, 87, 3-15. https://doi.org/10.1002/tl.234
Fried, P., Rodriguez, F., & McComb, J. (2001). Why students do and do not attend classes: myths and realities. Coll. Teach, 49(4), 124-133.
Goetz, T., Nathan, C., Hall, Anne, C., Frenzel, A., & Pekrun, R. (2006). A hierarchical conceptualization of enjoyment in students. Learning and Instruction, 16, 323-338. https://doi.org/10.1016/j.learninstruc.2006.07.004
Hall, E. T. (1976). Beyond Culture. New York: Anchor Books.
Hammer, M. R. (2005). The Intercultural Conflict Style inventory: A conceptual framework and measure of intercultural conflict resolution approaches. International Journal of Intercultural Relations, 29(6), 675-695. https://doi.org/10.1016/j.ijintrel.2005.08.010
Hildebrand, M. (1973). The character and skills of the effective professor, The Journal of Higher Education, 44(1), 41-50.
Hildebrand, M., Wilson, R. C., & Dienst, E. R. (1971). Evaluating University Teaching, Center for Research and Development in Higher Education, Berkeley, CA.
Hofstede, G., & Hofstede, G. J. (2005). Cultures and organizations: Software of the mind, Revised and expanded. (2nd ed.). New York, NY: McGraw-Hill Book Company.
Hofstede, G., Hofstede, G. J., & Minkov, M. (2010). Cultures and Organizations – Software of the mind. New York, NY: McGraw-Hill Book Company.
Johnson, R. (2000). The authority of the student evaluation questionnaire. Teaching in Higher Education, 5, 419-434. http://doi.org/10.1080/713699176
Kassarnig, V., Bjerre-Nielsen, A., Mones, E., Lehmann, S., & Lassen, D. (2017). Class attendance, peer similarity and academic performance in a large field study, Plos One, 8, 1-15.
Kaye, D. L. (2006). International students as (un)bounded sojourners: Emergent articulations of culture and identity through intercultural communication. Carbondale, IL: Southern Illinois University Press.
Kearns, K. (1998). Institutional Accountability in Higher Education: A Strategic Approach. Public Productivity & Management Review, 22(2), 140-156.
Keeley, J., Furr, R. M., & Buskist, W. (2010). Differentiating psychology students’ perceptions of teachers using the Teacher Behavior Checklist. Teaching of Psychology, 37, 16-20. https://doi.org/10.1080/00986280903426282
Keeley, J., Smith, D., & Buskist, W. (2006). The Teacher Behaviors Checklist: Factor
Kirby, A., & McElroy, B. (2003). The effect of attendance on grade for first year economics students in University College Cork. Economic and Social Review, 34, 311-326.
Kuppens, P. (2007). Individual differences in the relationship between pleasure and arousal, Journal of Research in Personality, 42, 1053-1059. https://doi.org/10.1016/j.jrp.2007.10.007
Lumby, J. (2011). Enjoyment and learning: Policy and secondary school learners’ experience in England. British Educational Research Journal, 37(2), 247-264. https://doi.org/10.1080/01411920903540680.
Marburger, D. R. (2001). Absenteeism and undergraduate exam performance. Journal of Economic Education, 32, 99-109.
Marks, H. M. (2000). Student engagement in instructional activity: Patterns in the elementary, middle and high school years. American Educational Research Journal, 37, 153-184.
Marsh, H. W. (1982). SEEQ: a reliable, valid, and useful instrument for collecting students’ evaluations of university teaching, British Journal of Educational Psychology, 52(1), 77-95. https://doi.org/10.1111/j.2044-8279.1982.tb02505.x
Marsh, H. W. (1987). Students’ evaluations of university teaching: research findings, methodological issues, and directions for future research, International Journal of Educational Research, 11(3), 253-388. https://doi.org/10.1016/0883-0355(87)90001-2
Marsh, H. W. (2007). Students’ evaluations of university teaching: dimensionality, reliability, validity, potential biases and usefulness, in Perry, R.P. & Smart, J.C. (Eds), The Scholarship of Teaching and Learning in Higher Education: An Evidence-Based Perspective, Springer, Dordrecht, 319-383.
Marsh, H. W., & Dunkin, M. J. (1997). “Students’ evaluations of university teaching: A multidimensional perspective”, in Perry, R. P. and Smart, J. C. (Eds), Effective Teaching in Higher Education: Research and Practice, Agathon, New York, NY, 241-320.
Mehrabian, A. (1968), Some referents and measures of nonverbal behavior, Behavior Research Methods & Instrumentation, 1(6), 203-207. https://doi.org/10.3758/BF03208096
Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis, London, Sage publications.
Moore, R., Jensen, J. M., Hatch, J., Duranczyk, I., Staats, S., & Koch, L. (2003). Showing up: The importance of class attendance for academic success in introductory science course. American Biology Teacher, 65, 325-329.
Mortelmans, D., & Spooren, P. (2009). A revalidation of the SET37–questionnaire for student evaluations of teaching. Educational Studies, 35, 547-552. https://doi.org/10.1080/03055690902880299
Ory, J. C. (2001). Faculty thoughts and concerns about student ratings. New Directions
Otani, K., Kim, B. J., & Cho, J. I. (2012). Student evaluation of teaching (SET) in higher education: how to use SET more effectively and efficiently in public affairs education, Journal of Public Affairs Education, 18(3), 531-544.
Patrick, C. L. (2011). Student evaluations of teaching: effects of the Big Five personality traits, grades and the validity hypothesis. Assessment & Evaluation in Higher Education, 36(2), 239-249. https://doi.org/10.1080/02602930903308258
Pithers, R. T., & Soden, R. (2000). Critical thinking in education: a review. Educational Research, 42(3), 237-249. https://doi.org/10.1080/001318800440579
Richardson, J. T. E. (2005). Instruments for obtaining student feedback: a review of the literature, Assessment & Evaluation in Higher Education, 30(4), 387-415. https://doi.org/10.1080/02602930500099193
Rother, E. T. (2007). Systematic literature review – narrative review, Acta Paulista de Enfermagem, 20(2), vii-viii.
Ryan, R. M., & Powelson, C. L. (1991). Autonomy and relatedness as fundamental to motivation and education. Journal of Learning Disabilities, 19, 500–503.
Selingman, M. E. P., & Csikszenmihalyi, M. (2000). Positive Psychology: An Introduction, American Psychologist, 55(1), 5-14. https://doi.org/10.1037//0003-066X.55.1.5
Shevlin, M., Banyard, P., Davies, M., & Griffiths, M. (2000). The validity of student evaluation in higher education: Love me, love my lectures? Assessment & Evaluation in Higher Education, 25, 397-405. https://doi.org/10.1080/713611436
Solomon, M. R., Surprenant, C. F., Czepiel, J. A., & Gutman, E. G. (1985). A role theory perspective on dyadic interactions: the service encounter, Journal of Marketing, 49(1), 99-111.
Spooren, P. (2010). On the credibility of the judge. A cross-classified multilevel analysis on student evaluations of teaching. Studies in Educational Evaluation, 36, 121-131. https://doi.org/10.1016/j.stueduc.2011.02.001
Spooren, P., Brockx, B., & Mortelmans, D. (2013). On the validity of student evaluation of teaching: The state of the art. Review of Educational Research, 83(4), 598-642. https://doi.org/10.3102/0034654313496870
Ting, K. (2000). A multilevel perspective on student ratings of instruction: Lessons from the Chinese experience. Research in Higher Education, 41, 637-661. https://doi.org/10.1023/A:1007075516271
Tsai, J. L., Knutson, B., & Fung, H. (2006). Cultural Variation in Affect Valuation. Personality Processes and Individual Differences, 90(2), 288-307. https://doi.org/10.1037/0022-3514.90.2.288
Watkins, C. (2005). Classrooms as learning communities: a review of research. London Review of Education, 3(1), 47-64.
Winch, J. (2019). Does Communicative Language Teaching Help Develop Students’ Competence in Thinking Critically. Journal of Language and Education, 5(2), 112-122. https://doi.org/10.17323/jle.2019.8486
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2021-05-05
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