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Teaching performance: determinants of the student assessment

Adriana Morales Rodríguez (Business Administration and Social Sciences Department, Tecnológico de Monterrey, Altamira, Tamaulipas, México)
Joan‐Lluís Capelleras (Business Department, Universitat Autònoma de Barcelona, Bellaterra, Barcelona, Spain)
Víctor M. Gimenez Garcia (Business Department, Universitat Autònoma de Barcelona, Bellaterra, Barcelona, Spain)

Academia Revista Latinoamericana de Administración

ISSN: 1012-8255

Article publication date: 3 November 2014

Abstract

Purpose

The purpose of this paper is to identify the nature and factors that influence student evaluation of the teaching performance of university teachers by integrating two areas of research: services marketing and higher education.

Design/methodology/approach

A set of hypotheses were developed taking into consideration customer (student), employee (teacher) and service (course) characteristics. They were then tested using data from 952 courses for a three‐year period and employing different multivariate techniques.

Findings

Students basically evaluate the expertise, attitude and behavior of teachers. The results also indicate that this evaluation is a complex phenomenon that depends on factors related to teacher, student and course profiles.

Research limitations/implications

Given the nature of the data used here, future studies should extend the scope of research to other institutions, examine quality from an objective standpoint and include teachers’ perceptions and the outcomes of their research activity.

Practical implications

Based on the results of this paper, the authors recommend the following: to permit teachers to teach the same courses repeatedly, allowing them to consolidate their practice; to provide training in teaching techniques and ethics; to pay particular attention to those students who move to another degree program; and to maintain an appropriate class size.

Originality/value

This study integrates two areas of research and proposes a wide range of service quality determinants in the context of higher education, including several factors that had not been previously considered.

Propósito

Este trabajo identifica la naturaleza y los factores que influyen en las valoraciones que realizan los alumnos sobre el desempeño docente del profesorado universitario, integrando para ello dos áreas de investigación: marketing de servicios y educación superior.

Diseño/Metodología/Enfoque

Se desarrolla un conjunto de hipótesis considerando las características del cliente (alumno), el empleado (profesor) y el servicio (curso). Se contrastan con los datos de 952 cursos durante un período de tres años utilizando distintas técnicas multivariantes.

Resultados

Los alumnos evalúan principalmente la pericia así como la actitud y comportamiento del profesorado. Los resultados también indican que esta evaluación es un fenómeno complejo que depende de factores relacionados con el perfil del profesor, del alumno y del curso.

Limitaciones

de la investigación/ImplicacionesConsiderando la naturaleza de los datos utilizados, futuras investigaciones deberían ampliar el ámbito de estudio a otras instituciones, analizar la calidad objetiva e incorporar las percepciones del profesor y los resultados de su actividad investigadora.

Implicaciones prácticas

Se recomienda facilitar la consolidación del profesor en sus cursos; proporcionar capacitación en técnicas didácticas y ética; prestar especial atención a los alumnos que realizan cambios de carrera; y mantener un tamaño adecuado de los grupos.

Originalidad/valor

Este estudio integra dos áreas de investigación y propone un amplio rango de factores determinantes de la calidad en la actividad docente del profesorado universitario, incluyendo algunos que hasta el momento no habían sido contemplados.

Keywords

Acknowledgements

The authors would like to thank the comments from two anonymous referees and acknowledge the support from the Tecnológico de Monterrey and the Spanish Ministry of Science and Technology (Projects ECO2010‐21242‐C03‐01 and ECO2010‐18967).

Citation

Rodríguez, A.M., Capelleras, J. and Gimenez Garcia, V.M. (2014), "Teaching performance: determinants of the student assessment", Academia Revista Latinoamericana de Administración, Vol. 27 No. 3, pp. 402-418. https://doi.org/10.1108/ARLA-11-2013-0177

Publisher

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Emerald Group Publishing Limited

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