Journal article
Impacts of student evaluations of teaching on Australian university academics
Assessment and evaluation in higher education, Vol.First online, pp.1-16
04/07/2026
Appears in Recent Faculty of Education Publications
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Abstract
Student Evaluation of Teaching (SET) are formal tools used by uni-versities to assess students’ perceptions of learning and teaching effectiveness. This study examined how quantitative and qualitative SET responses impact Australian academics’ wellbeing and predict depression, anxiety, and stress. The sample included 574 participants from 41 universities across Australia. Participants completed an anonymous online survey measuring demographics, the perceived impacts of quantitative and qualitative SET responses on wellbeing using a Health and Wellbeing Scale (HWS), and mental health using a Depression, Anxiety and Stress Scale (DASS-21). Results indicated that both quantitative and qualitative SET have significant implications on academics’ health and wellbeing. Aseries of multiple linear regression analyses examined the unique effects of quantitative and qualitative HWS scores on depression,anxiety, and stress while controlling for demographics (age, gender, years in academia, employment position), with all models significant (R2 = 0.19–0.21, p < 0.001). Findings from the current study have direct implications for policy and practice within higher education. To ensure the health and wellbeing of staff, institutions should reconsider the extent to which SET are used in high-stakes decisions such as promotion, performance evaluations, and con-tract renewal.
Details
- Title
- Impacts of student evaluations of teaching on Australian university academics
- Creators
- Shaylen E. Stone - University of the Sunshine CoastGerard Jefferies - University of the Sunshine CoastMegan Lee - Bond UniversityCindy Davis - University of the Sunshine Coast
- Publication Details
- Assessment and evaluation in higher education, Vol.First online, pp.1-16
- Publisher
- Taylor & Francis
- Number of pages
- 16
- Identifiers
- 991013389950302368
- Copyright
- © 2026 the Author(s).
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Journal article