Application of a static game of complete information: economic behaviors of professors and students
The economic behaviors manifested between professors and students may be viewed as a game, with both behaviors endogenously correlated. In this paper, a static game is applied to address this behavior and determine the Nash equilibrium. Both professors and students choose their best strategies (i.e., optimal efforts) to maximize their payoffs. Consequently, theoretical analysis suggests that professor's evaluation and student's grade are endogenously correlated. More importantly, an innovation is offered here that is useful in constructing empirical models for the further investigation of this issue.
Volume (Year): 29 (2009)
Issue (Month): 3 ()
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- Paul W. Grimes & Meghan J. Millea & Thomas W. Woodruff, 2004. "Grades—Who's to Blame? Student Evaluation of Teaching and Locus of Control," The Journal of Economic Education, Taylor & Francis Journals, vol. 35(2), pages 129-147, April.
- William E. Becker & William Bosshardt & Michael Watts, 2012.
"How Departments of Economics Evaluate Teaching,"
The Journal of Economic Education,
Taylor & Francis Journals, vol. 43(3), pages 325-333, July.
- Krautmann, Anthony C. & Sander, William, 1999. "Grades and student evaluations of teachers," Economics of Education Review, Elsevier, vol. 18(1), pages 59-63, February.
- Mason, Paul M. & Steagall, Jeffrey W. & Fabritius, Michael M., 1995. "Student evaluations of faculty: A new procedure for using aggregate measures of performance," Economics of Education Review, Elsevier, vol. 14(4), pages 403-416, December.
- Michael A. McPherson, 2006. "Determinants of How Students Evaluate Teachers," The Journal of Economic Education, Taylor & Francis Journals, vol. 37(1), pages 3-20, January.
- Paul Isely & Harinder Singh, 2005. "Do Higher Grades Lead to Favorable Student Evaluations?," The Journal of Economic Education, Taylor & Francis Journals, vol. 36(1), pages 29-42, January.
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