ANALYSIS OF PROFESSORS’ EVALUATION AT LA SALLE UNIVERSITY MÉXICO FROM 2010 TO 2016: WHAT THE RESULTS INDICATE?

Authors

  • Martin Flegl Universidad La Salle México
  • María Bertha Fortoul Ollivier Facultad de Humanidades y Ciencias Sociales, Universidad La Salle México, Ciudad de México, México
  • Václav Švec Department of Management, Faculty of Economics and Management, Czech University of Life Sciences Prague, Prague, Czech Republic
  • Jennie Brand Barajas Coordinación de Formación Docente, Universidad La Salle México, Ciudad de México, México.
  • Christian Vizuet Coordinación de Formación Docente, Universidad La Salle México, Ciudad de México, México.

DOI:

https://doi.org/10.7160/eriesj.2017.100303

Keywords:

Analysis of variance, Discrimination ability, Games-Howell test, Higher education, Professors’ evaluation

Abstract

La Salle University México (La Salle) uses an internal system of professors’ evaluation, which main purpose is to evaluate professors’ performance and secure high quality of teaching at all of its faculties. Since its inception in 2010, La Salle has obtained 517,635 individual evaluations of 45,346 courses. However, no additional analysis of the obtained results has ever been done. This article provides introductory analysis of the accumulated results at faculty level. The main objective is to analyze whether there are differences between faculties regarding the evaluation. Although the results are highly skewed towards the maximal evaluation at all faculties, there are statistically significant differences. The next important task is to investigate what factors influence the evaluation. Moreover, as this is the introductory analysis, the article concludes with possible future steps that should be consider regarding eventual structural changes in the evaluation system.

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Additional Files

Published

2017-10-20

How to Cite

Flegl, M., Fortoul Ollivier, M. B., Švec, V., Brand Barajas, J. and Vizuet, C. (2017) ’ANALYSIS OF PROFESSORS’ EVALUATION AT LA SALLE UNIVERSITY MÉXICO FROM 2010 TO 2016: WHAT THE RESULTS INDICATE?’, Journal on Efficiency and Responsibility in Education and Science, vol. 10, no. 3, pp. 76–85. https://doi.org/10.7160/eriesj.2017.100303

Issue

Vol. 10 No. 3 (2017)

Section

Research Paper

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