Recommendations for University Module Evaluation Policies

This paper discusses the limitations of University Module Evaluation processes and shares a series of recommendations that could improve their design and implementation. The paper concludes that regardless of staff gender, age, academic position or ethnic background, no metric or quantitative indicator should be used without thoughtful, qualitative social and organisational context awareness and unconscious bias awareness. The paper concludes there is a need to eliminate the use of Module Evaluation metrics in appointment and promotion considerations.