Student Evaluations, Research Productivity, and Eminence of College Faculty

Linsky, Arnold S.; Straus, Murray A.

doi:10.1080/00221546.1975.11780630

Cited by 45 publications

(27 citation statements)

References 11 publications

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“…Downie, 1952), but the relation turned out to be insignificant in some studies from the 1970s and the 1980s (e.g. Linsky and Straus, 1975). We do find a nonsignificant effect, but only for basic science.…”

Section: Conclusion and Policy Implicationsmentioning

confidence: 46%

The economics of research, consulting, and teaching quality: theory and evidence from a technical university

Bianchini

Lissoni

Pezzoni

et al. 2015

Economics of Innovation and New Technology

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Terms of use: Documents in AbstractWe investigate the effect of both research and consulting on higher education teaching quality at the individual level. We propose a theoretical model in which academics allocate limited time between three activities, over a two period horizon, under the assumption of positive spillovers from research to both consulting opportunities and teaching, and of life cycle effects on incentives. Propositions from the model are tested against teaching evaluation data from a mid-sized Italian engineering faculty. We find that research experience improves teaching quality, but only if it does not translate into large consulting opportunities. In that case, research experience provides too strong a disincentive to invest time in teaching, and quality deteriorates.

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Section: Conclusion and Policy Implicationsmentioning

confidence: 46%

The economics of research, consulting, and teaching quality: theory and evidence from a technical university

Bianchini

Lissoni

Pezzoni

et al. 2015

Economics of Innovation and New Technology

View full text Add to dashboard Cite

show abstract

“…Likewise, other studies have shown that students' ratings of lecture-based presentations were positively correlated with their teachers' academic ranks. [19][20][21][22] Studies of clinical teachers, however, have demonstrated an inverse correlation between teaching scores and academic rank. [23][24][25] This may be because higher-ranking faculty members in clinical settings spend more time on research and administrative activities, perhaps at the cost of time and energy that would otherwise be spent developing interpersonal relationships with their learners.…”

Section: Discussionmentioning

confidence: 99%

Improving Participant Feedback to Continuing Medical Education Presenters in Internal Medicine: A Mixed-Methods Study

et al. 2011

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BACKGROUND: Feedback is essential for improving the skills of continuing medical education (CME) presenters. However, there has been little research on improving the quality of feedback to CME presenters. OBJECTIVES: To validate an instrument for generating balanced and behavior-specific feedback from a national cross-section of participants to presenters at a large internal medicine CME course. DESIGN, SETTING, AND PARTICIPANTS: A prospective, randomized validation study with qualitative data analysis that included all 317 participants at a Mayo Clinic internal medicine CME course in 2009. MEASUREMENTS: An 8-item (5-point Likert scales) CME faculty assessment enhanced study form (ESF) was designed based on literature and expert review. Course participants were randomized to a standard form, a generic study form (GSF), or the ESF. The dimensionality of instrument scores was determined using factor analysis to account for clustered data. Internal consistency and interrater reliabilities were calculated. Associations between overall feedback scores and presenter and presentation variables were identified using generalized estimating equations to account for multiple observations within talk and speaker combinations. Two raters reached consensus on qualitative themes and independently analyzed narrative entries for evidence of balanced and behavior-specific comments. RESULTS: Factor analysis of 5,241 evaluations revealed a uni-dimensional model for measuring CME presenter feedback. Overall internal consistency (Cronbach alpha=0.94) and internal consistency reliability (ICC range 0.88-0.95) were excellent. Feedback scores were associated with presenters' academic ranks (mean score): Instructor (4.12), Assistant Professor (4.38), Associate Professor (4.56), Professor (4.70) (p=0.046). Qualitative analysis revealed that the ESF generated the highest numbers of balanced comments (GSF=11, ESF = 26; p = 0.01) and behavior-specific comments (GSF=64, ESF=104; p=0.001). CONCLUSIONS: We describe a practical and validated method for generating balanced and behavior-specific feedback for CME presenters in internal medicine. Our simple method for prompting course participants to give balanced and behavior-specific comments may ultimately provide CME presenters with feedback for improving their presentations.

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“…Embedded in these measures is an instrumental view of teaching and of research. For example, research has been measured by: number of publications (Linsky & Straus, 1975), citation score, faculty membership in a tmiversity research society, judgements of departmental heads (Hoyt & Spangler, 1976), and research grants received (Bresler, 1968).…”

Section: Measures Of Research and Teachingmentioning

confidence: 99%

Teaching and research: Establishing the vital link with learning

1995

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Much time and effort has gone into trying to demonstrate an empirical link between research activity and teaching performance. In general, the correlations between these factors have been shown to be low. This paper argues that the attempt to find such a link will always be confounded by different conceptions of the two enterprises. The debate about the relationships between teaching and research as presently conceived is not fruitful. If there is a link between the two it operates through that which teaching and research have in common; both are concerned with the act of learning, though in different contexts. Greater emphasis needs to be placed on the ways in which knowledge is generated and communicated. Those aspects of teaching which lead to leaming and the learning which occurs through research provide the vital link. This is important if the debate is to progress beyond a political defence of the status quo and be of practical use to considerations of whether, in higher education, teaching without research is to be encouraged.Investigations of the links between teaching and research, of which there have been a large number, have failed to establish the r~ature of the connection between the two or, indeed, whether there is one. It is not that results are conflicting but they are inconclusive. The fact that further studies continue to be undertaken suggests an unwillingness to accept that there is very little correlation between teaching and research.In this paper our focus is on what we believe to be a common element shared by teaching and research -a concern for learning. In order to place our argument in context we look first at the empirical, predominantly correlational studies which link teaching and research and examine some of the problems which this literature throws up. We consider some of the underlying conceptions of teaching and research embodied in these studies and the ways in which these activities have been measured. To better understand the relationship between teaching and research as interpreted in these studies we identify some of the' underlying values and associated political agendas.Consideration of notions of teaching and learning derived from the literature on student learning research demonstrates the poverty of conceptions of teaching and research embedded in the correlational literature. We therefore look to ways in which the activity of learning is a shared activity in both research and teaching and examine the consequences of this idea for the studies which have been undertaken and for future work. We argue that it is only through an emphasis on learning that the increasingly sterile debate about the links between teaching and research will be refocussed in a productive manner. 262

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Student Evaluations, Research Productivity, and Eminence of College Faculty

Cited by 45 publications

References 11 publications

The economics of research, consulting, and teaching quality: theory and evidence from a technical university

The economics of research, consulting, and teaching quality: theory and evidence from a technical university

Improving Participant Feedback to Continuing Medical Education Presenters in Internal Medicine: A Mixed-Methods Study

Teaching and research: Establishing the vital link with learning

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