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Student evaluation of teaching: reactions of Australian academics to anonymous non- constructive student commentary
Journal article   Open access   Peer reviewed

Student evaluation of teaching: reactions of Australian academics to anonymous non- constructive student commentary

Marie Hutchinson, Rosanne Coutts, Debbie Massey, Dima Nasrawi, Jann Fielden, Megan Lee and Richard Lakeman
08/04/2023
DOI: https://doi.org/10.1080/02602938.2023.2195598
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Published (Version of record)CC BY-NC-ND V4.0,  Open Access
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Published (Version of record)CC BY-NC-ND V4.0,  Open

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Abstract

Student feedback higher education teacher evaluation academia student evaluation of teaching (SET)
Within Australian higher education, student evaluation of teaching (SET) is regularly conducted and data are utilised for quality control and staff appraisal. Within current methodologies, students can anonymously provide further feedback as written commentary. There is now growing evidence that, once this narrative becomes derogatory or abusive, it may have the potential to create harm. To investigate staff reactions to receiving anonymous non-constructive commentary, a one group point in time design was constructed, and a survey conducted. Participants (N = 741) from a broad cross-section of Australian universities responded to Likert questions asking about their reactions. A significant impact was revealed according to age for mental health, stress and professional confidence, with younger and tenured academics indicating the most vulnerability. There were no differences across gender. Non-health disciplines with teaching loads greater than 50% reported an impact of anonymous SET on mental health and professional confidence. Being casually or seasonally employed or from an ethnic background was shown to have a significant effect on professional confidence. Findings suggest that the potential for higher education academics to be harmed via this process is a continued risk and highlights the need for review and reform of SET systems and protocols.

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