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Toward a More Meaningful Evaluation of Small Business Faculty Teaching Effectiveness ROBERT T. JUSTIS, University of Nebraska-Lincoln A. DALE FLOWERS, Case Western Reserve University INTRODUCTION The rapid growth of Small Business Institute Programs over the last ten years has helped the field of education become one of the largest U.S. industries as measured by dollars spent per year. The faculty of such programs account for a large portion of SBI growth and are the basic providers of the educational services. Therefore, proper evaluation of small business faculty performance in the areas of teaching, research, and service is a critical managerial problem for administrators of edu cational programs. There has been a particularly strong emphasis in recent years on the proper evaluation of teaching effectiveness, since many schools include evaluations of teaching performance in tenure, promotion, and merit raise decision. In spite of this emphasis, questionnaires designed to measure student perceptions of the small business faculty member's teaching performance frequently measure only "popularity" as opposed to teaching effectiveness or the learning experience. Many evaluation instruments focus attention on instructor evaluation and ignore other important dimensions of the classroom experience. This naturally biases the results in favor of the "popular", but
American Journal of Small Business – SAGE
Published: Jan 1, 1983
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