Student and faculty perceptions of student evaluations of teaching in a Canadian pharmacy school

ObjectiveThis qualitative study investigated motivators and barriers to student and faculty engagement with an online student evaluation of teaching (SET) process.MethodsSemi-structured interviews were conducted with 13 students, who self-identified as either “completers” or “non-completers” of SETs, and 12 faculty members. Interview transcripts were coded and analyzed thematically.ResultsStudents were motivated to complete SETs when they perceived that results would be used and/or considered by instructors. Timing and number of surveys presented barriers to student completion. Faculty members were motivated to engage with SETs when the response rate was high and when senior administrators acknowledged survey results.ConclusionsImplementing processes whereby students are assured that instructors have read and considered their feedback may improve student engagement. Faculty members’ engagement may be augmented when they better understand what an adequate response rate is for their given class size. Senior administrators must regularly acknowledge and discuss SETs with faculty members to confirm their importance in academic careers.