| Abstract: | At Africa University, students evaluate their lecturers’ teaching
competencies toward the end of every semester. These evaluations are used
for different professional and administrative purposes. Student evaluations
of lecturers’ competencies have a direct bearing on university teaching and
on the financial sustainability of the institution. Notwithstanding the
controversies and perceived usefulness of student evaluations of lecturers’
teaching competencies, no study has been conducted at Africa University to
confirm, modify or reject what is reported in the related literature about
student evaluations. Accordingly, this study was undertaken to critically
examine the perceptions of lecturers toward student evaluation of their
teaching competencies at Africa University in Zimbabwe. A
phenomenological methodology was used to understand the lived
experiences of study participants in relation to the phenomenon being
studied. The key findings of this research revealed that when properly
administered student evaluations can be an important feedback mechanism
for enhancing quality university teaching. There was concurrence among
participants that education, particularly in a university setting, cannot be
administered without student evaluations despite their downside. Evidence
from this research showed a close link between student evaluations, quality
university teaching and the financial sustainability of the institution. Areas
of dissonance among participants, however, emerged on the validity and
dependability of student evaluations. Thus, while a few participants argued
that student evaluations are hundred % valid and dependable, the majority
maintained that corroborative methods have to be used to ascertain the
authenticity of such evaluations as students are not experts and mature
enough to give a true reflection of what will have transpired in the lecture
theater. Conclusions were therefore drawn from these findings suggestingthat administrators at Africa University need to provide students with
systematic orientation programmes so that they become reliable judges and
make informed decisions when evaluating lecturers’ teaching competencies.
Additionally, findings of this research provide compelling evidence that
transparent structures and processes should be put in place to ensure that
feedback from student evaluations is used effectively to enhance quality
university teaching and the sustainability of the institution. |
