Marketing Research Community – Dr Athanasia Daskalopoulou
Title: The impact of Bias in Student Evaluations: An Intersectional Analysis of Academics’ Experiences in the U.K. Higher Education Context
Date: 12 October 2023
Time: 11:00-14:00
Location: NUBS.2.08
Guest Speaker: Dr Athanasia Dakalopoulou, Senior Lecturer in Marketing at the University of Liverpool Management School
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Guest Speaker:
Dr Athanasia Daskalopoulou is Senior Lecturer in Marketing at the University of Liverpool Management School. Athanasia’s interpretive research programme focuses on market dynamics, consumer culture, gender and arts marketing. Athanasia is also conducting sociological research on work focusing on technology use and its relationship with work practices and identity. Athanasia’s work has been published at international peer-reviewed journals such as Sociology, Social Science & Medicine, Marketing Theory, European Journal of Marketing, New Technology, Work and Employment, Journal of Services Marketing, Advances in Consumer Research.
Abstract:
This paper aims to offer an understanding of the impact of bias in student evaluations of teaching in management education. Despite the widespread acceptance of student evaluations, an emerging stream of research has begun to highlight the biases and prejudices that underpin much of data collection when it comes to student evaluation surveys both in terms of who completes the evaluation and also in terms of who is being evaluated. While most studies provide analyses of students’ comments and illustrate the abuse that is directed at (marginalised) academics, very little research has focused on the impact of this process on academics. This study offers an overview of academics’ experiences with student evaluations by drawing on an intersectional analysis of 17 interviews with a diverse group of academics employed in the U.K. Higher Education context. The findings illustrate the detrimental impact of student evaluations on academics’ mental health and career progression within the Academy. This study also shows how institutional pressures to keep students happy impact academics’ wellbeing and teaching approaches.