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Rafat Z, Karimi Moonghi H. Contextual and Operational Challenges of Student Evaluation of Faculty in Higher Education Institutions: A Narrative Review. sjmshm 2026; 8 (2) :12-15
URL: http://sjmshm.srpub.org/article-3-254-en.html
URL: http://sjmshm.srpub.org/article-3-254-en.html
1- PhD Student in Nursing, Student Research Committee, Mashhad University of Medical Sciences, Mashhad,Iran
2- Department of Medical Surgical Nursing, School of Nursing and Midwifery, & Department of Medical Education, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran ,karimih@mums.ac.ir
2- Department of Medical Surgical Nursing, School of Nursing and Midwifery, & Department of Medical Education, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran ,
Abstract: (13 Views)
Faculty evaluation is a key component of quality assurance and continuous improvement in higher education. Student evaluation of faculty is one of the most commonly used methods to assess teaching performance. Despite its widespread application, it faces numerous contextual and operational challenges that can compromise its validity, fairness, and effectiveness. This study aims to identify and analyze these challenges and provide evidence-based recommendations for improving evaluation practices. A narrative review was conducted by systematically searching studies published between 2010 and 2026 in PubMed, Scopus, Web of Science, ScienceDirect, and Persian databases SID and Magiran. Following a three-stage screening process (title, abstract, full text), 33 studies were selected from 215 identified articles and analyzed descriptively and conceptually. Findings were categorized into contextual and operational challenges. Contextual challenges included academic culture and social norms, institutional policy and governance, and systemic biases, such as power distance, faculty reputation, and demographic factors influencing ratings. Operational challenges encompassed instrument design, administration, and data analysis/utilization. Issues such as poorly validated questionnaires, inappropriate timing or method of administration, low participation, and superficial responses were identified as threats to evaluation reliability and usefulness. Student evaluation of faculty is influenced by multidimensional and interrelated contextual and operational factors. Focusing on student learning outcomes, employing validated, context-sensitive instruments, and integrating multi-source evidence can enhance fairness and effectiveness. This review emphasizes the need for evidence-informed policies and practices to improve the credibility, utility, and impact of faculty evaluation in higher education institutions.
Keywords: Faculty evaluation, Student evaluation of faculty, Higher education, Contextual challenges, Operational challenges, Quality assurance
Type of Study: Research |
Subject:
Nursing
Received: 2026/02/14 | Revised: 2026/04/24 | Accepted: 2026/06/10 | Published: 2026/06/29
Received: 2026/02/14 | Revised: 2026/04/24 | Accepted: 2026/06/10 | Published: 2026/06/29
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