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Use of Student Ratings to Benchmark Universities: Multilevel Modeling of Responses to the Australian Course Experience Questionnaire (CEQ)
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Marsh, Herbert W.; Ginns, Paul; Morin, Alexandre J. S.; Nagengast, Benjamin; Martin, Andrew J. – Journal of Educational Psychology, 2011
Recently graduated university students from all Australian Universities rate their overall departmental and university experiences (DUEs), and their responses (N = 44,932, 41 institutions) are used by the government to benchmark departments and universities. We evaluate this DUE strategy of rating overall departments and universities rather than…
Descriptors: Teacher Effectiveness, Student Evaluation of Teacher Performance, Factor Structure, Foreign Countries
National Student Survey: Are Differences between Universities and Courses Reliable and Meaningful?
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Cheng, Jacqueline H. S.; Marsh, Herbert W. – Oxford Review of Education, 2010
The National Student Survey (NSS) of course experience satisfaction is sent to final year students of all higher education institutions in England, Northern Ireland, Scotland and Wales (N = 171,290 and 157,342 students in 2005 and 2006) and results are made publicly available. The present investigation assesses the reliability and appropriate use…
Descriptors: Higher Education, Student Surveys, Foreign Countries, National Surveys
Exploratory Structural Equation Modeling, Integrating CFA and EFA: Application to Students' Evaluations of University Teaching
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Marsh, Herbert W.; Muthen, Bengt; Asparouhov, Tihomir; Ludtke, Oliver; Robitzsch, Alexander; Morin, Alexandre J. S.; Trautwein, Ulrich – Structural Equation Modeling: A Multidisciplinary Journal, 2009
This study is a methodological-substantive synergy, demonstrating the power and flexibility of exploratory structural equation modeling (ESEM) methods that integrate confirmatory and exploratory factor analyses (CFA and EFA), as applied to substantively important questions based on multidimentional students' evaluations of university teaching…
Descriptors: Feedback (Response), Class Size, Structural Equation Models, Construct Validity
Gender Effects in the Peer Reviews of Grant Proposals: A Comprehensive Meta-Analysis Comparing Traditional and Multilevel Approaches
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Marsh, Herbert W.; Bornmann, Lutz; Mutz, Rudiger; Daniel, Hans-Dieter; O'Mara, Alison – Review of Educational Research, 2009
Peer review is valued in higher education, but also widely criticized in terms of potential biases, particularly gender. We evaluate gender differences in peer reviews of grant applications, extending Bornmann, Mutz, and Daniel's meta-analyses that reported small gender differences in favor of men (d = 0.04), but a substantial heterogeneity in…
Descriptors: Effect Size, Gender Differences, Grants, Peer Evaluation
Do University Teachers Become More Effective with Experience? A Multilevel Growth Model of Students' Evaluations of Teaching over 13 Years
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Marsh, Herbert W. – Journal of Educational Psychology, 2007
Do university teachers, like good wine, improve with age? The purpose of this methodological/substantive study is to apply a multiple-level growth modeling approach to the long-term stability of students' evaluations of teaching effectiveness (SETs). For a diverse cohort of 195 teachers who were evaluated continuously over 13 years (6,024 classes,…
Descriptors: Student Evaluation of Teacher Performance, College Faculty, Teaching Experience, Age Differences