Discrimination against academics and career implications of student evaluations: university policy versus legal compliance

Across the international higher education sector, existing studies highlight that student evaluations of courses and teaching are biased and prejudiced towards academics and can cause mental distress. Yet student evaluation data is often used as part of faculty hiring, firing, promotion, award and g...

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Published inAssessment and evaluation in higher education Vol. ahead-of-print; no. ahead-of-print; pp. 1 - 12
Main Authors Heffernan, Troy, Harpur, Paul
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 17.11.2023
Taylor & Francis Ltd
Subjects
abuse
College students
Colleges & universities
comments
Compliance (Legal)
Data collection
Education discrimination
Education policy
evaluations
Higher education
legal
Marginalisation
Occupations
School Policy
Student Evaluation
Teacher evaluations
Universities
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Abstract Across the international higher education sector, existing studies highlight that student evaluations of courses and teaching are biased and prejudiced towards academics and can cause mental distress. Yet student evaluation data is often used as part of faculty hiring, firing, promotion, award and grant decisions. That a data source known to be prejudiced and biased is used for employment and career decisions raises questions around whether these university policies are discriminatory towards university staff. This paper investigates these questions via an analysis of: a) what are the common university policies relating to evaluation data collection and its use, b) are these policies leaving academics exposed to discrimination, and c) what types of policies may be leaving universities liable to legal ramifications due to non-compliance with anti-discrimination and workplace health and safety laws? The work demonstrates why most institutions are operating outside the bounds of the law, highlights to academics what types of policies may fail to meet discrimination and workplace laws, and informs university leaders of the actions that may be exposing their universities to legal implications for failing to protect their staff.
AbstractList Across the international higher education sector, existing studies highlight that student evaluations of courses and teaching are biased and prejudiced towards academics and can cause mental distress. Yet student evaluation data is often used as part of faculty hiring, firing, promotion, award and grant decisions. That a data source known to be prejudiced and biased is used for employment and career decisions raises questions around whether these university policies are discriminatory towards university staff. This paper investigates these questions via an analysis of: a) what are the common university policies relating to evaluation data collection and its use, b) are these policies leaving academics exposed to discrimination, and c) what types of policies may be leaving universities liable to legal ramifications due to non-compliance with anti-discrimination and workplace health and safety laws? The work demonstrates why most institutions are operating outside the bounds of the law, highlights to academics what types of policies may fail to meet discrimination and workplace laws, and informs university leaders of the actions that may be exposing their universities to legal implications for failing to protect their staff.
Author Heffernan, Troy
Harpur, Paul
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Snippet Across the international higher education sector, existing studies highlight that student evaluations of courses and teaching are biased and prejudiced towards...
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SubjectTerms abuse
College students
Colleges & universities
comments
Compliance (Legal)
Data collection
Education discrimination
Education policy
evaluations
Higher education
legal
Marginalisation
Occupations
School Policy
Student Evaluation
Teacher evaluations
Universities
Title Discrimination against academics and career implications of student evaluations: university policy versus legal compliance
URI https://www.tandfonline.com/doi/abs/10.1080/02602938.2023.2225806
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