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Abstract
A comparison is made of student feedback questionnaires, peer review and the potential use of mystery students as a means of evaluating the quality of teaching and learning and providing a vehicle for continuous improvement. The available literature and primary data obtained via semi‐structured interviews conducted with staff within a UK business school, as well as secondary analysis of the results of an interview exercise with the same staff concerning student feedback questionnaires, were used in the analysis. The findings show that staff have very little faith in student feedback questionnaires, whether module or institutional, participate (sometimes reluctantly) in the school’s peer review scheme and are divided on the potential use of mystery students.