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 earning economics and business students have more at stake it terms of potential retaliation by an instructor. 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 InfoPaper provided by School of Economics, The University of New South Wales in its series Discussion Papers with number 2007-14.
Length: 6 pages
Date of creation: Apr 2007
Date of revision:
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Web page: http://www.economics.unsw.edu.au/
More information through EDIRC
Evaluation; Bias; Survey design; Teaching economics;
Other versions of this item:
- Kieron Meagher & Stephen Whelan, 2011. "Confidentially is not enough: framing effects in student evaluation of economics teaching," International Review of Economic Education, Economics Network, University of Bristol, vol. 10(1), pages 70-82.
- 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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