Willingness to obtain Student Evaluations as a Criterion of Academic Staff Performance

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Abstract
In a preliminary report published in 1988 a working party of the Australian Vice‐Chancellors’ Committee and the Australian Committee of Directors and Principals in Advanced Education Limited suggested that the number of formative evaluations by students be adopted as an indicator of commitment to teaching of university departments. This study reports research into factors influencing individual staff willingness to seek such information from students. Relationships were explored among seven demographic, educational and professional background variables and between them and two criterion variables, Perceived Competence on teaching tasks and Willingness to Obtain Student Evaluations. Perceived Competence was found to be the major direct but negative influence upon Willingness to Obtain Student Evaluations, while sex, possession of a doctorate and length of teaching experience were found to have indirect effects mediated by Perceived Competence.

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