Teaching quality evaluation system in the opinion of students of the Faculty of Management and Quality Science at Gdynia Maritime University


dr inż. Agata SZKIEL – Uniwersytet Morski w Gdyni, ul. Morska 81-87, 81-225 Gdynia, Polska; e-mail: a.szkiel@wznj.umg.edu.pl

Received 7.09.2023. Accepted 10.10.2023


Purpose: The study aimed to assess students’ perceptions of the method used at the Faculty of Management and Quality Science at Gdynia Maritime University (FMQS GMU) to collect their opinions on the quality of teaching and the work of academic staff.
Design/methodology/approach: A survey method was used to achieve the aim of the study. The research tool was a survey questionnaire designed for the study.
Findings/conclusions: Students of FMQS GMU consider the Teaching Quality Assessment Questionnaire as an important tool to improve the learning process, but they do not participate in the evaluation and are not interested in its results. The main factors limiting students’ participation in the survey are the lack of recognition of the evaluation results as a real activity to improve the quality of education, the large number of questionnaires addressed to students and the time-consuming nature of the evaluation. Students would be encouraged to participate in research primarily through the Dean’s day off, release from classes by the year supervisor and funding for student objectives.
Research limitations: A survey of students’ opinions on the questionnaire-based assessment of teaching quality was conducted among students in only one faculty and only one university. Studies carried out in other universities using different questionnaires and different survey instruments (questionnaires used to assess the quality of teaching) may give different results.
Practical implications: FMQS GMU can use the results of the survey to identify and implement measures to increase student participation in the survey and their involvement in course quality assessment. Such measures are necessary to increase the reliability of research results and their usefulness in improving the educational process, and to increase the commitment of Faculty’s teaching staff to their teaching duties. They can also inspire other universities to improve the systems they have in place to collect student feedback on course quality.
Originality/value: FMQS GMU has not yet conducted surveys to gauge students’ opinions on the quality of teaching. Thus, the factors that determine the degree of student participation in the course quality assessment process and the benefits that motivate students to increase their participation in the survey were not identified.


quality of education, university, student survey, teaching evaluation, education

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