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(How) Do research and administrative duties affect university professors' teaching?

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  • Aurora García-Gallego
  • Nikolaos Georgantzís
  • Joan Martín-Montaner
  • Teodosio Pérez-Amaral

Abstract

We analyse the interaction between university professors' teaching quality and their research and administrative activities. Our sample is a high-quality individual panel data set from a medium-size public Spanish university that allows us to avoid several types of biases frequently encountered in the literature. Although researchers teach roughly 20% more than nonresearchers, their teaching quality is also 20% higher. Instructors with no research are 5 times more likely than the rest to be among the worst teachers. Over much of the relevant range, we find a nonlinear and positive relationship between research output and teaching quantity on teaching quality. Our conclusions may be useful for decision-makers in universities and governments.

Suggested Citation

  • Aurora García-Gallego & Nikolaos Georgantzís & Joan Martín-Montaner & Teodosio Pérez-Amaral, 2015. "(How) Do research and administrative duties affect university professors' teaching?," Applied Economics, Taylor & Francis Journals, vol. 47(45), pages 4868-4883, September.
    • Handle: RePEc:taf:applec:v:47:y:2015:i:45:p:4868-4883
    DOI: 10.1080/00036846.2015.1037438
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    References listed on IDEAS

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    1. Lindbeck, Assar & Snower, Dennis J., 2003. "The Firm as a Pool of Factor Complementarities," Working Paper Series 598, Research Institute of Industrial Economics.
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    8. Bedard, Kelly & Kuhn, Peter, 2008. "Where class size really matters: Class size and student ratings of instructor effectiveness," Economics of Education Review, Elsevier, vol. 27(3), pages 253-265, June.
    9. Ben R. Martin, 2012. "Are universities and university research under threat? Towards an evolutionary model of university speciation," Cambridge Journal of Economics, Oxford University Press, vol. 36(3), pages 543-565.
    10. 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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