Share This Article:

A Comparative Appraisal of Timings for Program Evaluation Survey and Related Institutional Results in Saudi Arabia: Quality Management in Higher Education

Abstract Full-Text HTML Download Download as PDF (Size:120KB) PP. 184-190
DOI: 10.4236/jssm.2011.42022    5,455 Downloads   9,151 Views   Citations


The periodic evaluation of academic programs is mandatory for quality management in higher education world-wide. This paper reports a unique setting in which each student performed two such evaluations using structured question-naires, viz.:(a) “Student Experience Survey” (SES) for their learning experience halfway through their academic pro-gram, and (b) “Program Evaluation Survey” (PES) at end of the program. A comparative appraisal of these two sets of data from students doing the Bachelor of Dental Surgery, College of Dentistry, University of Dammam, Saudi Arabia, aims to see if it is valid to generalize the observed related differentials in Saudi Arabia. The percentage of students’ participation was 100% in both SES and PES. In the students’ perceived cumulative experience, none of the total 20 items in SES was reported to be of either “high” or “acceptable” quality. By contrast, in the PES, one of the 13 items common to both questionnaires was reported to be of “high quality (“what I have learnt in this program will be valu-able for future”)”. Again, one of nine additional items in PES (“Developed knowledge & skill for my chosen career”) emerged to be of acceptable quality. In summary, irrespective of timing for PES, the results suggest the need of im-provements in relation to almost every item confirming ongoing developmental phase.

Conflicts of Interest

The authors declare no conflicts of interest.

Cite this paper

A. Rubaish, "A Comparative Appraisal of Timings for Program Evaluation Survey and Related Institutional Results in Saudi Arabia: Quality Management in Higher Education," Journal of Service Science and Management, Vol. 4 No. 2, 2011, pp. 184-190. doi: 10.4236/jssm.2011.42022.


[1] P. Gravestock and E. Gregor-Greenleaf, “Student Course Evaluations:Research, Models and Trends,” Higher Education Quality Council of Ontario, Toronto, 2008.
[2] A. Al Rubaish, “On the Contribution of Student Experience Survey Regarding Quality Management in Higher Education: An Institutional Study in Saudi Arabia”, Journal of Service Science and Management, Vol. 3, No. 4, 2010, pp. 464-469.
[3] L. P. Aultman, “An Expected Benefit of Formative Student Evaluations,” College Teaching, Vol. 54, No. 3, 2006, pp. 251. doi:10.3200/CTCH.54.3.251-285
[4] T. Beran, C. Violato and D. Kline, “What’s the ‘use’ of student ratings of instruction for administrators? One University’s Experience,” Canadian Journal of Higher Educatuon, Vol. 35, No.2, 2007, pp. 48-70.
[5] L. A. Braskamp and J. C. Ory, “Assessing faculty work: enhancing individual and institutional performance,” Jossey-Bass, San Francisco, 1994.
[6] J. P. Campbell and W. C. Bozeman, “The Value of Student Ratings: Perceptions of Students, Teachers and Administrators,” Community College Journal of Research and Practice, Vol. 32, No. 1, 2008, pp. 13-24. doi:10.1080/10668920600864137
[7] W. E. Cashin and R. G. Downey, “Using Global Student Rating Items for Summative Evaluation,” Journal of Educational Psychology, Vol. 84, No. 4, (1992), pp. 563-572. doi:10.1037/0022-0663.84.4.563
[8] M. R. Diamond, “The Usefulness of Structured Mid-Term Feedback as a Catalyst for Change in Higher Education Classes,” Active Learning in Higher Education, vol. 5, No. 3, 2004, pp. 217-231. doi:10.1177/1469787404046845
[9] L. C. Hodges and K. Stanton, “Translating Comments on Student Evaluations into Language of Learning,” Innovative Higher Education, Vol. 31, No. 5, 2007, 279-286. doi:10.1007/s10755-006-9027-3
[10] J. W. B. Lang and M. Kersting, “Regular Feedback from Student Ratings of Instruction: Do College Teachers Improve Their Ratings in the Long Run?” Instructional Science, Vol. 35, No. 3, 2007, 187-205. doi:10.1007/s11251-006-9006-1
[11] H. W. Marsh, “Do University Teachers become More Effective with Experience? A Multilevel Growth Model of Students’ Evaluations of Teaching over 13 Years,” Journal of Educational Psychology, Vol. 99, No. 4, 2007, pp. 775-790. doi:10.1037/0022-0663.99.4.775
[12] R. J. Menges, “Shortcomings of Research on Evaluating and Improving Teaching in Higher Education. In K. E. Ryan (Ed.), Evaluating Teaching in Higher Education: A Vision for the Future,” New Directions for Teaching and Learning, Vol. 83, 2000, pp. 5-11.
[13] A. R. Penny and R. Coe, “Effectiveness of Consultations on Student Ratings Feedback: A meta-analysis,” Review of Educational Research, Vol. 74, No. 2, 2004, pp. 215-253.doi:10.3102/00346543074002215
[14] R. E. Wright, “Student Evaluations of Faculty: Concerns Raised in the Literature, and Possible Solutions,” College Student Journal, Vol. 40, No. 2, 2008, pp. 417-422.
[15] F. Zabaleta, “The Use and Misuse of Student Evaluation of Teaching,” Teaching in Higher Education, Vol. 12, No. 1, 2007, pp. 55-76.doi:10.1080/13562510601102131
[16] A. S. Aldosary, “Students’ Academic Satisfaction: The Case of CES at KFUPM,” JKAU: Eng.Sci., Vol.11, No. 1, 1999, pp. 99-107.
[17] Mantz Yorke, “’Student Experience’ Surveys: Some Methodological Considerations and an Empirical Investigation,” Assessment & Evaluation in Higher Education, Vol. 34, No. 6, 2009, pp. 721-739. doi:10.1080/02602930802474219
[18] W. J. McKeachie, “Students Ratings: The Validity of Use,” American Psychologist, Vol. 51, No. 11, 1997, pp.1218-1225.doi:10.1037/0003-066X.52.11.1218
[19] M. Theall and J. Franklin, “Looking For Bias in All the Wrong Places: A Search for Truth or a Witch Hunt In Student Ratings Of Instruction? In M. Theall, P. C. Abrami and L. A. Mets (Eds.), The Student Ratings Debate: Are They Valid? How Can We Best Use Them?” New Directions for Institutional Research, Vol. 109, 2001, pp. 45-46.
[20] W. E. Cashin, “Students Do Rate Different Academic Fields Differently. In M. Theall and J. Franklin, (Eds.) Student Ratings of Instruction: Issues for Improving Practice,” New Directions for Teaching and Learning, Vol. 43, 1990, pp. 113 -121.
[21] R. Gob, C. McCollin and M. F. Rmalhoto, “Ordinal Methodology in the Analysis of Likert scales,” Qualilty & Quantity, Vol. 41, No. 5, 2007, pp. 601-626. doi:10.1007/s11135-007-9089-z
[22] A. Al Rubaish, L. Wosornu and S. N. Dwivedi, “Using Deductions from Assessment Studies towards Furtherance of the Academic Program: An Empirical Appraisal of an Institutional Student Course Evaluations,” Journal of Service Science and Management, Vol. 3, No. 4, 2010, pp. 464-469.
[23] K. R. Sundaram, S. N. Dwivedi and V. Sreenivas, “Medical Statistics: Principles & Methods,” BI Publications Pvt. Ltd., New Delhi, 2009.

comments powered by Disqus

Copyright © 2018 by authors and Scientific Research Publishing Inc.

Creative Commons License

This work and the related PDF file are licensed under a Creative Commons Attribution 4.0 International License.