Instructors’ Perceptions of Using Student Ratings for Improving Teaching Quality - Innovative Management in Information and Production - page 102

and final exams,” “Altering course textbooks,” “Selecting support material.” These
statements, “Modifying mid-term and final exams,” “Altering course textbooks,”
“Selecting support material” had significantly higher ratings for master degree
holding instructors in comparing with doctorate degree holding ones. It is easy to
recognize that the lower the level of educational degree instructor holding, the higher
the rating of student feedback's usefulness for teaching purposes (Table 4 ).

5 Conclusions

Student rating of teaching is not a new topic regarding higher education. Yet, in
Vietnamese tertiary education, this issue is still unexplored by researchers. This
current study with sample of 283 instructors at HCM-USSH indicates that (a)
instructors approve and support usefulness of student rating results for instructional
improvement at moderation degree (b) they show disagreement with anecdotal
controversy surrounding student ratings of teaching (c) lower level of educational
degree has higher rating of student rating usefulness for teaching purposes (d)
female lecturers rate helpfulness of student feedback for altering instructional
material significantly higher than did male ones.

Acknowledgements The authors gratefully acknowledge the helpful comments and suggestions
of the reviewers, which have improved the presentation.

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