Postgraduate Student Perspectives on Anonymous Student Evaluations of Teaching Performance in Australian Universities: An Exploratory Study

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Australian academics are faced with increased occupational stress, exacerbated by exposure to non-constructive, anonymous Student Evaluations of Teaching (SET). Using a qualitative, reflexive approach, we aimed to explore the perspectives of postgraduate students who give and receive SET. We conducted three focus groups (n = 15) and six interviews with postgraduate students from three universities (one private, one regional and one Group of Eight). Using reflexive thematic analysis, we identified four themes: (i) The Dialectical Nature of SET, Both Valuable and Flawed, (ii) The Emotional Labyrinth of SET, A Powerful Tool for Dislikes, (iii) The Double-Edged Sword of Anonymity in SET, (iv) Recommendations for SET Improvement by Integrating Diverse Evaluation Strategies. Participants valued SET for improving teaching but noted its misuse for venting student frustrations. Negative feedback, linked to student dissatisfaction with grades, overshadowed constructive criticism. Anonymity allowed for honest critique but also harmful, vitriolic comments. Participants suggested integrating non-anonymous class discussions and mid-term anonymised feedback with class representatives. Our findings highlight the need for a balanced approach to SET that supports early-career educators' well-being and professional development. By addressing these issues, universities can create a more effective and equitable feedback system, ultimately improving educational outcomes for students and educators.

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