دانلود رایگان مقاله عملکرد تحقیقاتی و کیفیت آموزش در سیستم آموزش عالی اسپانیا: شواهد از یک دانشگاه متوسط

abstract

This paper studies the relationship between research performance and teaching quality in the context of the Spanish university system. We investigate whether there is a relationship between being an active researcher and teaching quality of college professors in Spain. We use a data set from the University of Extremadura, which contains information on teaching evaluations and research performance over a ten year period (from 2001–2002 to 2011–2012). Our results suggest that, on average, professors who are more involved in research obtain better results in their teaching evaluations. We also suggest that this positive link between research and teaching is non-linear, as we find a larger improvement in teaching quality from additional research at lower levels of research intensity. Additionally, we show that the relationship between teaching and research is not constant along the distribution of teaching scores, and that the teaching quality of professors in the lower quantiles is much more related to their research intensity than that of professors in the top quantiles.

8. Conclusion

This paper finds that there is a positive correlation between research performance and the teaching scores obtained by college professors teaching in a Spanish medium sized university. In particular, this paper finds that professors of a medium or high level of research intensity obtain significantly better results on teaching evaluations compared to professors of low research intensity. We also find that the result is non-linear, as professors with high research intensity do not obtain better teaching evaluations than professors of medium research intensity. In addition, our quantile regression model shows that the positive and significant correlation exists along all the quantiles of the conditional teaching scores distribution. The quantile model, however, also shows that the magnitude is much larger for professors in the lower parts of the teaching scores distribution. This implies that being a moderately active researcher is more highly associated with being a high-quality teacher at the lower part of the teaching distribution than in the top quantiles.