Abstract

Student ratings are now an accepted orthodoxy in global higher education environments. They form an increasingly important metric that has been assimilated as a robust proxy measure of quality for evaluating individual, institutional and even system-level performativity. Although the technical design aspects of student ratings have received extensive attention, the broad sociocultural contexts of their use in higher education settings have had considerably less attention. In this study, a meta-synthesis framed by a critical sociocultural perspective was used to investigate the social evolution of student ratings over the last four decades. The outcomes suggest that student ratings have developed through three primary motives: an originating democratic improvement imperative; a dominating quality assurance assimilation and the emerging drive of satisfying the student-as-consumer. This analysis suggests that student ratings cannot be understood only in their benign technical form but must also be considered as performing significant functions in supporting the changing social imperatives of evolving higher education policy.