Does Gender Impact Business Students' Perceptions of Teaching Effectiveness?

Autor/inn/en	Korte, Leon; Lavin, Angeline; Davies, Thomas
Titel	Does Gender Impact Business Students' Perceptions of Teaching Effectiveness?
Quelle	In: Journal of College Teaching & Learning, 10 (2013) 3, S.167-178 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1544-0389
Schlagwörter	Gender Differences; Business Administration Education; Instructional Effectiveness; Student Attitudes; Student Evaluation of Teacher Performance; Student Surveys; Teacher Characteristics; College Faculty; College Students; Teacher Qualifications; Teaching Styles; Teacher Certification; Teacher Student Relationship; Humor; Teaching Methods; Classroom Techniques; Personality Traits; Academic Standards; Work Experience; Altruism; Interpersonal Communication; Knowledge Base for Teaching + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Unterrichtserfolg; Schülerverhalten; Schülerbefragung; Fakultät; Collegestudent; Lehrqualifikation; Lehrstil; Unterrichtsstil; Teacher student relationships; Lehrer-Schüler-Beziehung; Humoristische Darstellung; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Employment experience; Job experience; Occupational experience; Berufserfahrung; Altruistic behavior; Altruismus; Interpersonale Kommunikation; Teaching theory; Theory of teaching; Unterrichtstheorie
Abstract	While there are certainly differences of opinion regarding teaching effectiveness, the goal of this study is to investigate whether there is consistency or differences in opinion based on the gender of the student doing the evaluation of the instructor or the gender of the instructor being evaluated. This paper summarizes the gender-based findings from a survey administered to students in fall 2011 at a mid-sized Association to Advance Collegiate Schools of Business International (AACSB International) accredited Midwestern university business school. Thirty five traits were presented for evaluation. The findings of this study suggest that there are differences between female and male student ratings of teacher effectiveness. Females in general tend to rate teachers higher overall in terms of teaching effectiveness. Furthermore, there are specific traits that appear to be more important to females, and other specific traits which appear to be more important to males. This study provides strong evidence that there are systematic differences between male and female students in terms of their perceptions of the teaching traits they find important and how they rate instructors of each gender. It is important that faculty members and especially administrators are aware of the potential for gender bias in ratings of teacher effectiveness. Men and women have different perceptions. Male and female students are different, and they perceive differences between male and female faculty members. (As Provided).
Anmerkungen	Clute Institute. 6901 South Pierce Street Suite 239, Littleton, CO 80128. Tel: 303-904-4750; Fax: 303-978-0413; e-mail: Staff@CluteInstitute.com; Web site: http://www.cluteinstitute.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10