Making sense of teaching impact: An exploratory study of faculty rating acceptance

Business school faculty have been struggling to make sense of student ratings received at the end of the course. Having put in long hours teaching, grading, and mentoring students through their projects and term-papers, most faculty feel that they deserve much better feedback than they receive. Faculty responses include blaming students' attitude towards learning, low response rates, and questioning students' competence in providing feedback. This exploratory study seeks to study faculty response on receipt of term-end feedback and inform Deans and Program Chairs on effective design of feedback mechanisms and formats.