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The student evaluation of teaching (SET) in higher education has become an increasingly complex and subjectively contested area. From a singular purpose in seeking information to improve teaching in the 1920s, evaluation has now expanded to encompass administrative and regulatory purposes. Currently, evaluation impacts on personal and institutional reputation and is frequently used as a benchmark in determining and shaping individual academic careers. The value and purpose of evaluation is open to ongoing debate, as is the notion of transparency regarding who should have access to evaluation data (quantitative scores and/or free text comments). This paper presents the outcome of a situational mapping we conducted to better understand student evaluations of teaching in Australian higher education. We identified the component actors, actants and elements of the setting and derived a list of the discursive constructions which drive the relationships between them. To test the efficacy of our mapping in terms of isolating situations within the broader setting, we describe three hypothetical case studies: making student evaluations public, closing the loop and academic surveillance.

Setting out SET: a situational mapping of student evaluation of teaching in Australian higher education