Student evaluation of teaching (SET) — which refers to the process by which students take part in the assessment of teaching practices and course content (both what is taught and how it is taught) — has become a standard practice in a growing number of universities around the world. Evaluation involves exercising one's capacity to understand in context and to stimulate those mental faculties by way of which problems and situations are grasped, in order to adapt to an ever-changing context. Adaptation, whether individual or collective, is the product of different forms of sharing, itself an immense multiple-modality undertaking at work at the interindividual, institutional, and intercultural levels. In the context of globalization, it is widely acknowledged today that there is a dire need for SET and for cross-cultural models and frames of reference, which are useful for laying down some common fundamentals. But also widely acknowledged is the need for “custom-made” teaching practices. An important avenue is thus emerging for rethinking CES as being situated somewhere between cross-contextual generality and contextual specificity. To define this interface, we will refer to experience acquired in Belgium, Switzerland, Quebec, and France, in addition to a survey now underway on perceptions of SET and teaching practices by the universities.