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Do Tenured and Tenure-Track Faculty Matter?

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  • Ronald G. Ehrenberg
  • Liang Zhang

Abstract

During the last two decades, there has been a significant growth in the share of faculty members at American colleges and universities that are employed in part-time or in full-time non tenure-track positions. Our study is the first to address whether the increased usage of such faculty adversely affects undergraduate students' graduation rates. Using institutional level panel data from the College Board and other sources, our econometric analyses suggest that the increased usage of these faculty types does adversely affect graduation rates of students at 4-year colleges, with the largest impact on students being felt at the public masters-level institutions.

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Bibliographic Info

Paper provided by National Bureau of Economic Research, Inc in its series NBER Working Papers with number 10695.

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Date of creation: Aug 2004
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Publication status: published as Ehrenberg, Ronald G. and Liang Zhang. "Do Tenured and Tenure-Track Faculty Matter?," Journal of Human Resources, 2005, v40(3,Summer), 647-659.
Handle: RePEc:nbr:nberwo:10695

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Cited by:
  1. Heining, Jörg & Jerger, Jürgen & Lingens, Jörg, 2007. "Success in the Academic Labour Market for Economics - The German Experience," University of Regensburg Working Papers in Business, Economics and Management Information Systems 422, University of Regensburg, Department of Economics.
  2. Scott E. Carrell & James E. West, 2010. "Does Professor Quality Matter? Evidence from Random Assignment of Students to Professors," Journal of Political Economy, University of Chicago Press, vol. 118(3), pages 409-432, 06.
  3. Florian Hoffmann & Philip Oreopoulos, 2009. "Professor Qualities and Student Achievement," The Review of Economics and Statistics, MIT Press, vol. 91(1), pages 83-92, February.
  4. Ronald G. Ehrenberg, 2005. "Involving Undergraduates in Research To Encourage Them To Undertake Ph.D. Study in Economics," American Economic Review, American Economic Association, vol. 95(2), pages 184-188, May.
  5. Griffith, Amanda L., 2011. "Keeping up with the Joneses: Institutional changes following the adoption of a merit aid policy," Economics of Education Review, Elsevier, vol. 30(5), pages 1022-1033, October.
  6. Calcagno, Juan Carlos & Bailey, Thomas & Jenkins, Davis & Kienzl, Gregory & Leinbach, Timothy, 2008. "Community college student success: What institutional characteristics make a difference?," Economics of Education Review, Elsevier, vol. 27(6), pages 632-645, December.
  7. Maria De Paola, 2009. "Does Teacher Quality Affect Student Performance? Evidence From An Italian University," Bulletin of Economic Research, Wiley Blackwell, vol. 61(4), pages 353-377, October.
  8. Jörg Heining & Jürgen Jerger & Jörg Lingens, 2008. "Deutsche Hochschulkarrieren im Fach Volkswirtschaftslehre. Eine deskriptive Analyse von Lebenslaufdaten," Perspektiven der Wirtschaftspolitik, Verein für Socialpolitik, vol. 9(3), pages 306-328, 08.
  9. Rezende, Marcelo, 2010. "The effects of accountability on higher education," Economics of Education Review, Elsevier, vol. 29(5), pages 842-856, October.
  10. Musselin, Christine, 2007. "The Transformation of Academic Work: Facts and Analysis," University of California at Berkeley, Center for Studies in Higher Education qt5c10883g, Center for Studies in Higher Education, UC Berkeley.
  11. David N. Figlio & Morton O. Schapiro & Kevin B. Soter, 2013. "Are Tenure Track Professors Better Teachers?," NBER Working Papers 19406, National Bureau of Economic Research, Inc.
  12. De Witte, Kristof & Rogge, Nicky, 2011. "Accounting for exogenous influences in performance evaluations of teachers," Economics of Education Review, Elsevier, vol. 30(4), pages 641-653, August.

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