Analysis of Teaching Evaluation Practices in Universities of Pakistan at Policy Level: Implications for Stakeholders

Abstract

Along with the expansion and diversification of higher education in Pakistan since the establishment of Higher Education Commission of Pakistan [HEC] in 2002, the issues of quality and excellence appeared at the top agenda of HEC as well as the federal and provincial governments of Pakistan. One of the major approaches adopted by HEC and universities in Pakistan to pursue quality and excellence is to assure and enhance the quality of teaching. As a result, universities are taking measures to evaluate the teaching quality of their faculty members as per guidelines provided by HEC. It is, therefore, valuable to explore the existing teaching evaluation practices adopted by higher education institutions [HEIs] of Pakistan at policy level. This research article, which is based on a Doctoral study, examined the specific practices adopted by selected Pakistani HEIs, analyzed and summarized the major forms of faculty evaluation of teaching practices in the HEIs. This study used content analysis method for the analysis of policy documents related to teaching evaluation practices/processes. The findings of the study revealed that most of the HEIs in Pakistan are lacking in the provision of detailed guidelines and procedures about administration of teaching evaluation tools, analysis of data, reporting and use of teaching evaluation results. This research, however, also evidenced some generic policies developed by the HEC regarding teaching evaluation processes for the guidance of HEIs in Pakistan. Finally, a set of implications have been drawn for potential stakeholders.