(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 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
URI	https://reading-clone.eprints-hosting.org/id/eprint/39931
Identification Number/DOI	10.1080/00036846.2015.1037438
Refereed	Yes
Divisions	Life Sciences > School of Agriculture, Policy and Development > Department of Agri-Food Economics & Marketing
Uncontrolled Keywords	teaching quality, research, administrative duties
Publisher	Taylor & Francis
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