Student evaluations of university teaching: A cross-cultural perspective

The applicability paradigm developed by Marsh (1981) was used to investigate the validity of a U.S.-developed model of teaching effectiveness and two related questionnaires at campuses in six different countries representing very different cultural, economic, and philosophical traditions. The data supported the reliability, appropriateness, and to some extent the convergent and discriminant validity of the instruments. Similar patterns of item salience and differentiation between “good” and “poor” lecturers were also identified. Thus, the results generally supported the cross-cultural validity of these two instruments and their underlying model of teaching. This research was supported by funding from the Committee on Research and Conference Grants, University of Hong Kong.