Student evaluation of teaching and student centeredness in the Humboldtian and Emirati tribal traditions of higher education

References

• Alsheikh, N. O. (2022). The coming of age in UAE higher education. In A. Ibrahim & O. Z. Barnawi (Eds.), The past, present, and future of higher education in the Arabian gulf region. Routledge.
   Google Scholar
• Austin, A. E., Chapman, D. W., Farah, S., Wilson, E., & Ridge, N. (2014). Expatriate academic staff in the United Arab Emirates: The nature of their work experiences in higher education institutions. Higher Education, 68(4), 541–557. https://doi.org/10.1007/s10734-014-9727-z
   Web of Science ®Google Scholar
• Badri, M. A., Abdulla, M., Kamali, M. A., & Dodeen, H. (2006). Identifying potential biasing variables in student evaluation of teaching in a newly accredited business program in the UAE. International Journal of Educational Management, 20(1), 43–59. https://doi.org/10.1108/09513540610639585
   Google Scholar
• Baltaru, R.-D. (2019). Universities’ pursuit of inclusion and its effects on professional staff: the case of the United Kingdom. Higher Education, 77(4), 641–656. http://doi.org/10.1007/s10734-018-0293-7.
   Web of Science ®Google Scholar
• Barrett, B., Fernandez, F., & Gonzalez, E. M. (2020). Why universities voluntarily pursue US accreditation: The case of Mexico. Higher Education, 79(4), 619–635. http://doi.org/10.1007/s10734-019-00427-y.
   Web of Science ®Google Scholar
• Bayern. (2006). Bayerisches Hochschulgesetz.
   Google Scholar
• Berlin. (2011). Berliner Hochschulgesetz.
   Google Scholar
• Braun, E., Gusy, B., Leidner, B., & Hannover, B. (2008). Das Berliner Evaluationsinstrument für selbsteingeschätzte, studentische Kompetenzen (BEvaKomp) [The Berlin evaluation tool for self-assessed student competencies (BEvaKomp)]. Diagnostica, 54(1), 30–42. https://doi.org/10.1026/0012-1924.54.1.30
   Web of Science ®Google Scholar
• Bremner, Nicholas. (2021). The multiple meanings of ‘student-centred’ or ‘learner-centred’ education, and the case for a more flexible approach to defining it. Comparative Education, 57(2), 159–186. http://doi.org/10.1080/03050068.2020.1805863.
   Web of Science ®Google Scholar
• Bromley, P., Meyer, J. W., & Ramirez, F. O. (2012). Student-centeredness in social science textbooks, 1970–2008: A cross-national study. Social Forces, 90(2), 547–570. http://doi.org/10.1093/sf/sor004.
   Web of Science ®Google Scholar
• Bunce, L., Baird, A., & Jones, S. E. (2016). The student-as-consumer approach in higher education and its effects on academic performance. Studies in Higher Education, 42(11), 1958–1978. http://doi.org/10.1080/03075079.2015.1127908.
   Web of Science ®Google Scholar
• CAA. (2019). Procedural manual for initial program accreditation. Commission for Academic Accreditation.
   Google Scholar
• Deutscher Bundestag. (1976/2002). Hochschulrahmengesetz. Bundesgesetzblatt.
   Google Scholar
• Deutscher Bundestag. (1999). Hochschulrahmengesetz. Bundesgesetzblatt, 3 (27.01.1999).
   Google Scholar
• DiMaggio, P. J., & Powell, W. W. (1983). The iron cage revisited: Institutional isomorphism and collective rationality in organizational fields. American Sociological Review, 48(2), 147. http://doi.org/10.2307/2095101.
   Web of Science ®Google Scholar
• Dodeen, H. (2013). Validity, reliability, and potential bias of short forms of students’ evaluation of teaching: The case of UAE university. Educational Assessment, 18(4), 235–250. https://doi.org/10.1080/10627197.2013.846670
   Google Scholar
• Emerson, L., & Mansvelt, J. (2013). ‘If they’re the customer, I’m the meat in the sandwich’: An exploration of tertiary teachers’ metaphorical constructions of teaching. Higher Education Research & Development, 33(3), 469–482. https://doi.org/10.1080/07294360.2013.841653
   Web of Science ®Google Scholar
• European Tertiary Education Register. (2022). Search HEI data. Retrieved January 29, from https://www.eter-project.com/
   Google Scholar
• Flick, U. (2018). An introduction to qualitative research. SAGE.
   Google Scholar
• Frank, D., & John, J. W. (2020). The university and the global knowledge society. Princeton University Press.
   Google Scholar
• Gellert, C. (1993). The conditions of research training in contemporary German universities. In B. R. Clark (Ed.), The research foundations of graduate education: Germany, Britain, France, United States, Japan (pp. 5–44). University of California Press.
   Google Scholar
• Hessen. (2009). Hessisches Hochschulgesetz.
   Google Scholar
• Hüther, O., & Krücken, G. (2014). The rise and fall of student fees in a federal higher education system: The case of Germany. In C. Depuy & H. Ertl (Eds.), Students, markets and social justice: Higher education fee and student support policies in Western Europe and beyond (pp. 85–110). Symposium Books.
   Google Scholar
• Jackson, L. (2014). Challenges to the global concept of student-centered learning with special reference to the United Arab Emirates: ‘Never fail a Nahayan’. Educational Philosophy and Theory, 47(8), 760–773. http://doi.org/10.1080/00131857.2014.901161.
   Web of Science ®Google Scholar
• Knowledge and Human Development Authority. (2022). Data and statistics. Retrieved September 1, 2022 from https://web.khda.gov.ae/en/Resources/KHDA%E2%80%99s-data-statistics
   Google Scholar
• Komatsu, H., Rappleye, J., & Silova, I. (2021). Student-centered learning and sustainability: Solution or problem? Comparative Education Review, 65(1), 6–33. http://doi.org/10.1086/711829
   Web of Science ®Google Scholar
• Krücken, G. (2003). Learning the ‘new, new thing’: On the role of path dependency. Higher Education, 46(3), 315–339.
   Web of Science ®Google Scholar
• Krücken, G., & Meier, F. (2006). Turning the university Into an organizational actor. In G. S. Drori, J. W. Meyer & H. Hwang (Eds.), Globalization and orgnization: World society and organizational change (pp. 241–258). Oxford University Press.
   Google Scholar
• Kwak, N., Gavrila, G., & Ramirez, F. O. (2019). Enacting diversity in American higher education: Reputation and professionalization. In T. Christensen, Å. Gornitzka & F. Ramirez (Eds.), Universities as Agencies (pp. 209–228). Universities as Agencies: Reputation and Professionalization.
   Google Scholar
• Lane, J. E. (2010). International branch campuses, free zones, and quality assurance: Policy issues for Dubai and the UAE. Dubai School of Government.
   Google Scholar
• Lerch, J., Bromley, P., Ramirez, F. O., & Meyer, J. W. (2017). The rise of individual agency in conceptions of society: Textbooks worldwide, 1950–2011. International Sociology, 32(1), 38–60. http://doi.org/10.1177/0268580916675525.
   Web of Science ®Google Scholar
• Mahoney, J. (2000). Strategies of causal inference in small-N analysis. Sociological Methods & Research, 28(4), 387–424. https://doi.org/10.1177/0049124100028004001
   Web of Science ®Google Scholar
• Maroy, C. (2009). Convergences and hybridization of educational policies around ‘post-bureaucratic’ models of regulation. Compare: A Journal of Comparative and International Education, 39(1), 71–84. https://doi.org/10.1080/03057920801903472
   Google Scholar
• Meyer, H.-D. (2016). The design of the university: German, American, and ‘world class’. Routledge.
   Google Scholar
• Ministry of Education and Scientific Research. (2014). The UAE Higher Education Factbook.
   Google Scholar
• National Bureau of Statistics. (2022). Student population. Retrieved September 1, 2022 from https://uaestat.fcsc.gov.ae
   Google Scholar
• Oertel, S. (2018). The role of imprinting on the adoption of diversity management in German universities. Public Administration, 96(1), 104–118. http://doi.org/10.1111/padm.12384
   Web of Science ®Google Scholar
• Pineda, P., & Seidenschnur, T. (2021a). The metrification of teaching: Student evaluation of teaching in the United States, Germany and Colombia. Comparative Education, 57(3), 377–397. http://doi.org/10.1080/03050068.2021.1924447.
   Web of Science ®Google Scholar
• Pineda, P., & Seidenschnur, T. (2021b). Translating student evaluation of teaching: How discourse and cultural environments pressure rationalizing procedures. Studies in Higher Education, 47(7), 1326–1342. http://doi.org/10.1080/03075079.2021.1889491.
   Web of Science ®Google Scholar
• Pineda, P., & Steinhardt, I. (2020). The debate on student evaluations of teaching: global convergence confronts higher education traditions. Teaching in Higher Education, 64, 1–21. http://doi.org/10.1080/13562517.2020.1863351
   Google Scholar
• QAA. (2017). 2017, Country Report: The United Arab Emirates. Quality Assurance Agency for Higher Education.
   Google Scholar
• Richardson, P. M. (2004). Possible influences of Arabic-Islamic culture on the reflective practices proposed for an education degree at the higher colleges of technology in the United Arab Emirates. International Journal of Educational Development, 24(4), 429–436. https://doi.org/10.1016/j.ijedudev.2004.02.003
   Web of Science ®Google Scholar
• Ridge, N.. (2014). Education and the reverse gender divide in the Gulf States; Embracing the global, ignoring the local. Teachers College Press.
   Google Scholar
• Rindermann, H., & Amelang, M. (1994). Das Heidelberger Inventar zur Lehrveranstaltungs-Evaluation (HILVE). Asanger.
   Google Scholar
• Schneijderberg, C., & Steinhardt, I. (2018). Accreditation of X qualities instead of quality X: A normative analysis of criteria of the German higher education accreditation regime. Higher Education Policy, 32(1), 5–28. https://doi.org/10.1057/s41307-018-0111-y
   Web of Science ®Google Scholar
• Stark, P., Ottoboni, K., & Boring, A. (2016). Student evaluations of teaching (mostly) do not measure teaching effectiveness. ScienceOpen Research. https://doi.org/10.14293/S2199-1006.1.SOR-EDU.AETBZC.v1
   Google Scholar
• Tight, M.. (2013). Students: Customers, clients or pawns? Higher Education Policy, 26(3), 291–307. http://doi.org/10.1057/hep.2013.2.
   Web of Science ®Google Scholar
• Uprichard, E. (2013). Sampling: Bridging probability and non-probability designs. International Journal of Social Research Methodology, 16(1), 1–11. https://doi.org/10.1080/13645579.2011.633391
   Web of Science ®Google Scholar
• Weber, M. (1919/1930). Wissenschaft als Beruf. Duncker & Humblot.
   Google Scholar
• Weimer, M. (2002/2013). Learner-centered teaching: Five key to changes in practice. Jossey-Bass.
   Google Scholar
• Wolbring, T., & Riordan, P. (2016). How beauty works. Theoretical mechanisms and two empirical applications on students’ evaluation of teaching. Social Science Research, 57, 253–272. https://doi.org/10.1016/j.ssresearch.2015.12.009
   PubMed Web of Science ®Google Scholar