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The Invisible Hands behind the Student Evaluation of Teaching: The Rise of the New Managerial Elite in the Governance of Higher Education

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  • Calin Valsan
  • Robert Sproule

Abstract

We contend that the notion of teaching effectiveness has no verifiable empirical content and therefore the question of teaching score validity is misguided. Universities create knowledge, invest in human capital, and grant degrees, yet teaching scores are ill equipped to capture and evaluate any of these outcomes. In spite of well-documented shortcomings, virtually all universities in North America use teaching scores because they allow the managerial elite to legitimize their control over the affairs of academia in the broader context of university governance. Using the enabling myth of teaching scores, the bureaucrats shift the focus from the investment in human capital to the granting of degrees in order to re-cast higher education into an authoritative, vertically organized hierarchy, better suited for managerial rent-extraction and entrenchment.

Suggested Citation

  • Calin Valsan & Robert Sproule, 2008. "The Invisible Hands behind the Student Evaluation of Teaching: The Rise of the New Managerial Elite in the Governance of Higher Education," Journal of Economic Issues, Taylor & Francis Journals, vol. 42(4), pages 939-958, December.
    • Handle: RePEc:mes:jeciss:v:42:y:2008:i:4:p:939-958
    DOI: 10.1080/00213624.2008.11507197
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    Cited by:

    1. Robert Sproule & C?lin Vâlsan, 2009. "The student evaluation of teaching: its failure as a research program, and as an administrative guide," The AMFITEATRU ECONOMIC journal, Academy of Economic Studies - Bucharest, Romania, vol. 11(25), pages 125-150, February.
    2. Mohammad Alauddin & Temesgen Kifle, 2014. "Does the student evaluation of teaching instrument really measure instructorsù teaching effectiveness? An econometric analysis of studentsù perceptions in economics courses," Economic Analysis and Policy, Elsevier, vol. 44(2), pages 156-168.

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