Teaching performance: determinants of the student assessment

© 2014, © Emerald Group Publishing Limited. Purpose – The purpose of this paper is to identify the nature and factors that influence student evaluation of the teaching performance of university teachers by integrating two areas of research: services marketing and higher education. Design/methodology/approach – A set of hypotheses were developed taking into consideration customer (student), employee (teacher) and service (course) characteristics. They were then tested using data from 952 courses for a three‐year period and employing different multivariate techniques. Findings – Students basically evaluate the expertise, attitude and behavior of teachers. The results also indicate that this evaluation is a complex phenomenon that depends on factors related to teacher, student and course profiles. Research limitations/implications – Given the nature of the data used here, future studies should extend the scope of research to other institutions, examine quality from an objective standpoint and include teachers’ perceptions and the outcomes of their research activity. Practical implicationsBased on the results of this paper, the authors recommend the following: to permit teachers to teach the same courses repeatedly, allowing them to consolidate their practice; to provide training in teaching techniques and ethics; to pay particular attention to those students who move to another degree program; and to maintain an appropriate class size. Originality/value – This study integrates two areas of research and proposes a wide range of service quality determinants in the context of higher education, including several factors that had not been previously considered.