Making Meaning from Student Evaluations of Teaching (SETs)–Seeing beyond our own horizons.

Autor*in(nen): Zhu, Carina; White, Diana; Rankin, Janet & Davison, Christina
Jahr: 2018
Dokumenttyp: Zeitschriftenartikel
Publikationstyp(en): Empirisches Dokument
Themen: Evaluation, Hochschuldidaktik/Lehr-Lern-Formate
DOI: 10.20343/teachlearninqu.6.2.10

Int by 88x31
Dieses Werk ist lizenziert unter einer Creative Commons Namensnennung 4.0 International Lizenz.


Within postsecondary education, the assessment of effective teaching has largely relied upon student evaluations of teaching. However, the process through which teachers make sense of their student evaluations is unclear. A research team of six undergraduate nursing students and four nursing educators explored the research question: How do nursing educators make meaning from their student evaluations of teaching? Gadamerian hermeneutics guided unstructured interviews with nursing educators working at a Middle East campus of a Canadian university. The interview transcripts were interpreted through a process of naïve readings, rereadings, interpretive dialogues, and interpretive writing that generated the following hermeneutic interpretations: 1. Teachers make meaning of their student evaluation through generalized subjective characterizations of students and through their expressed intentions for their teacher-student relationships. 2. Some of these characterizations and expressed intentions obscured what truths could be learned from the student evaluations of teaching. 3.The experience of receiving critical student feedback invoked a personal response, at the same time, paradoxically, teachers worked hard to “not take it personally.” We suggest the practice of deep listening as a way to understand students’ feedback. The main takeaway message from this research is that teachers need a supportive and sustaining community of peers who are also open to listening deeply to the truths embedded in student evaluations of teaching.


Zhu, Carina; White, Diana; Rankin, Janet & Davison, Christina (2018). Making Meaning from Student Evaluations of Teaching (SETs)–Seeing beyond our own horizons. Teaching & Learning Inquiry, 6 (2), 127-142. DOI: 10.20343/teachlearninqu.6.2.10.

alle Publikationen anzeigen


Wissenschaftliche Weiterbildung an Hochschulen: Herausforderungen und Handlungsempfehlungen

Ergebnisbroschüre 3

Eva Cendon, Uwe Elsholz, Karsten Speck, Uwe Wilkesmann, Sigrun Nickel (Hrsg.) u. M. v. Annika Maschwitz (HS Bremen) (2020)

Qualifizierung von Akteuren offener Hochschulen


Annika Maschwitz, Katrin Brinkmann (Hrsg.) (2017)

Weiterbildung und Lebenslanges Lernen an Hochschulen


Anke Hanft, Ada Pellert, Eva Cendon, Andrä Wolter (Hrsg.) (2015)


Zielgruppen Lebenslangen Lernens an Hochschulen

Teilstudie 1

Andrä Wolter, Ulf Banscherus, Caroline Kamm (Hrsg.) (2016)

Organisation und Management von Weiterbildung und Lebenslangem Lernen an Hochschulen

Teilstudie 2

Anke Hanft, Katrin Brinkmann, Stefanie Kretschmer, Annika Maschwitz, Joachim Stöter (2016)

Theorie und Praxis verzahnen. Lebenslanges Lernen an Hochschulen

Teilstudie 3

Eva Cendon, Anita Mörth, Ada Pellert (Hrsg.) (2016)