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(How) Do research and administrative duties affect university professors’ teaching?

García-Gallego, A., Georgantzís, N., Martín-Montaner, J. and Pérez-Amaral, T. (2015) (How) Do research and administrative duties affect university professors’ teaching? Applied Economics, 47 (45). pp. 4868-4883. ISSN 1466-4283

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To link to this item DOI: 10.1080/00036846.2015.1037438

Abstract/Summary

We analyze the interaction between university professors’ teaching quality and their research and administrative activities. Our sample is a high-quality individual panel data set from a medium size public Spanish university that allows us to avoid several types of biases frequently encountered in the literature. Although researchers teach roughly 20% more than non-researchers, their teaching quality is also 20% higher. Instructors with no research are 5 times more likely than the rest to be among the worst teachers. Over much of the relevant range, we find a nonlinear and positive relationship between research output and teaching quantity on teaching quality. Our conclusions may be useful for decision makers in universities and governments.

Item Type:Article
Refereed:Yes
Divisions:Faculty of Life Sciences > School of Agriculture, Policy and Development > Economic and Social Sciences Division > Food Economics and Marketing (FEM)
ID Code:39931
Uncontrolled Keywords:teaching quality, research, administrative duties
Publisher:Taylor & Francis

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