Dimensions of quality teaching in higher institutions

Abstract

This paper discusses the problems of using student evaluations as a major criterion for measuring teaching effectiveness. It argues that the present focus on such measures belies total quality management. Rather, it focuses on total quality assurance. The potential impacts on the quality of teaching when such measures are used for assessing performance and in making decisions on salary increases, promotion and tenure are identified. Potential remedies to improve the quality of teaching in higher institutions are offered. This study is based on an evaluation of mission statements of colleges seeking professional accreditation and on informal discussions with faculty members in such colleges.