How Faculty Status Impacts Student Evaluations of Teaching: A Study of Full- versus Part-Time Marketing Faculty

Autor/inn/en	Tashchian, Armen; Kalamas Hedden, Maria; Forrester, William R.
Titel	How Faculty Status Impacts Student Evaluations of Teaching: A Study of Full- versus Part-Time Marketing Faculty
Quelle	In: Journal of Marketing Education, 44 (2022) 1, S.113-126 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kalamas Hedden, Maria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-4753
DOI	10.1177/02734753211013561
Schlagwörter	Marketing; College Faculty; Part Time Faculty; Comparative Analysis; Assignments; Grading; Difficulty Level; Pedagogical Content Knowledge; Learning Processes; Undergraduate Students; Student Attitudes; Educational Quality + Suchen Sie Ihr Suchwort? Fakultät; Assignment; Auftrag; Zuweisung; Notengebung; Schulnote; Schwierigkeitsgrad; Pädagogische Kompetenz; Learning process; Lernprozess; Schülerverhalten; Quality of education; Bildungsqualität
Abstract	The present multiyear study sheds light on the effects of faculty status on student evaluations of teaching (SETs). By comparing "actual" SETs of full- versus part-time marketing faculty, this study fills a void in the marketing education literature. Collecting first-hand institutionally administered SETs (N = 6,123) over a seven-year period, the extended data collection phase includes 21 semesters and 240 undergraduate courses. Study findings reveal that students perceive full-time faculty as more knowledgeable, enthusiastic, and better prepared for class than part-time faculty. Full-timers are also better able to communicate the subject matter and develop assignments focused on student learning than part-timers. In contrast, students perceive part-time faculty as better able to relate the course material to the real world, develop exam questions that reflect lectures and assignments, and return graded material more quickly than full-time faculty. Compared with part-time faculty, students perceive full-time faculty as being more rigorous and tougher in terms of grading. Given the differences regarding instructor knowledge, pedagogical skill, rigor, and grading, the discussion of the findings rests on how faculty status affects the overall quality of higher education. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01