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Quality Systems for a Responsible Management in the University: Measuring the Performance of Teaching Staff
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Author(s): Luis Matosas-López (Rey Juan Carlos University, Spain), Roberto Soto-Varela (Antonio de Nebrija University, Spain), Melchor Gómez-García (Autonomous University of Madrid, Spain)and Moussa Boumadan (Autonomous University of Madrid, Spain)
Copyright: 2021
Pages: 23
Source title:
Sustainable and Responsible Entrepreneurship and Key Drivers of Performance
Source Author(s)/Editor(s): Cristina Raluca Gh. Popescu (University of Bucharest, Romania & The Bucharest University of Economic Studies, Romania & University of Craiova, Romania & The National Institute for Research and Development in Environmental Protection (I.N.C.D.P.M.), Romania & National Research and Development Institute for Gas Turbines COMOTI, Romania)and Rahul Verma (Delhi University, India)
DOI: 10.4018/978-1-7998-7951-0.ch006
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Abstract
Literature on university quality systems and teaching performance measurement addresses only tangentially the neutrality of measurement instruments in relation to the different teaching methodologies. This chapter explores this issue posing the following question: Should we use identical assessment instruments on teachers who apply different teaching methodologies? The authors attempt to answer this question by focusing the debate on the two most widespread methodological approaches in the university: the behaviourist and the constructivist. The study addresses this task from the perspective of measurement instruments with behavioural episodes. The authors present two instruments to assess teaching performance: one aimed at evaluating teachers who use behaviourist approaches and the other aimed at assessing teachers who apply constructivist approaches. The work reveals divergences between the two questionnaires addressing the importance of using different teaching appraisal instruments to measure, responsibly, the performance of teachers who apply different teaching methodologies.
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