| 摘 要： | Quality of teaching in higher education has been widely discussed. It clearly underlines the importance of undertaking a multidimensional view about the teaching/learning process as well as involving the main actors of university life according to a participative model, in order to elicit their opinions about important quality issues. Moreover, some studies suggested that the importance of differentiating between the various disciplinary contexts determines which aspects are specific and which are transversal to faculties. On the basis of these assumptions, the aim of this study is to involve the students of various faculties in the identification of what constitutes ＂good teaching＂. Furthermore, the concept of ＂good teaching＂ is strongly linked to teaching evaluation, for this reason, it was considered important to verify differences in the attribution of importance of the various dimensions by students from different faculties, in order to understand if teaching evaluation in the university can take place without distinctions, or whether it should provide methodologies and instruments covering commonalties and differences for each disciplinary area. The results legitimize a complex approach to the issue and a diversified framework of competencies when considering different teaching contexts.
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