Confidentially is not enough: framing effects in student evaluation of economics teaching
AbstractContrary to previous research we show lack of anonymity is associated with large positive shifts in student evaluation of teaching. The results are consistent with the simple observation that due to higher expected future earnings economics and business students have more at stake in terms of potential retaliation by an instructor. The observed positive bias is strongest for international students. Our analysis is based on both a comparison of distributions and ordered probit multi-variate regression. These methods overcome the statistical problems associated with previous studies which looked at differences in means for ordinal responses.
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Bibliographic InfoArticle provided by Economics Network, University of Bristol in its journal International Review of Economics Education.
Volume (Year): 10 (2011)
Issue (Month): 1 ()
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Postal: University of Bristol, BS8 1HH, United Kingdom
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Web page: http://www.economicsnetwork.ac.uk/iree
Other versions of this item:
- Kieron J. Meagher, 2007. "Confidentially is Not Enough: Framing Effects in Student Evaluation of Economics Teaching," Discussion Papers 2007-14, School of Economics, The University of New South Wales.
- A20 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - General
- A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate
- C81 - Mathematical and Quantitative Methods - - Data Collection and Data Estimation Methodology; Computer Programs - - - Methodology for Collecting, Estimating, and Organizing Microeconomic Data; Data Access
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- Siegfried, John J & White, Kenneth J, 1973. "Financial Rewards to Research and Teaching: A Case Study of Academic Economists," American Economic Review, American Economic Association, vol. 63(2), pages 309-15, May.
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