This study addressed the purpose, frequency, person(s) involved, criteria,
methods, and procedures involved in faculty evaluation in all sixteen public British
Columbia colleges . Copies of written policy documents for each college were
obtained and policies were compared among colleges , between groups of
colleges , and between all faculty groups. The results reflected the wide diversity
found among policies .
The majority of the colleges use the evaluation for both summative and
formative purposes. Probationary faculty or newly hired faculty are usually
evaluated once per year for two years. Permanent full-time faculty and other
faculty groups are commonly evaluated either every three years or annually.
Sixty - nine percent of the colleges list specific criteria statements or broad criteria
categories and 81% of the colleges have college wide policies on methods used
to evaluate faculty. The most common mandatory method of evaluation is
student rating forms, followed by evaluation by a superior, and then peer and self evaluation. Colleges are most likely to have two or three mandatory methods of
evaluation and an average of two optional evaluation methods. Excluding
protocols specifically linked to an evaluation method, most of the procedural
policies concern final evaluation results. The majority of colleges do not require
mandatory discussion , written goals , or written suggestions for improvements.
Seventy - five percent of probationary faculty are evaluated in a manner
comparable to that of regular full-time faculty. Fifty-six percent of the colleges
evaluate all faculty groups, such as part-time/term contract faculty, with the same
frequency, or more frequently than regular full-time faculty. Thirty-one percent of
colleges evaluate all faculty groups within a college in an identical manner,
whereas in 69 % percent of colleges , evaluation for one or more faculty groups
has fewer methods and / or procedures than those used for permanent full-time
faculty.
Findings in this study are compared to the literature. Acceptable practices are
identified and findings which differ significantly from the literature are discussed in
detail. Policy recommendations which contribute to a formal, systematic , and
effective faculty evaluation system are made. / Education, Faculty of / Graduate
| Identifer | oai:union.ndltd.org:UBC/oai:circle.library.ubc.ca:2429/5818 |
| Date | 05 1900 |
| Creators | Henderson, Margaret M. |
| Source Sets | University of British Columbia |
| Language | English |
| Detected Language | English |
| Type | Text, Thesis/Dissertation |
| Format | 12939234 bytes, application/pdf |
| Rights | For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use. |
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