Abstract
This study explores the influence of nationality and its associated cultural values on student evaluation of teaching (SET) using multilevel analysis. We use over 2000 observations from tutor classes in an international economics bachelor program and employ Hofstede’s (1980) cultural values framework. Our findings show that while the influence of nationality itself is negligible, cultural values may affect SET scores. In particular, the Hofstede dimensions “power distance” and “individualism versus collectivism” have a significant and non-trivial effect on SET scores, implying that identical teaching performance may be valued differently depending on the cultural composition of the international classroom. Cultural bias may thus be added to the list of SET biases, adding an additional concern regarding the use of this instrument, especially when teachers with national and international classrooms are compared.
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