IDEAS home Printed from https://ideas.repec.org/p/cpb/discus/347.rdf.html
   My bibliography  Save this paper

Are good researchers also good teachers? The relationship between research quality and teaching quality

Author

Listed:
  • Ali Palali

    (CPB Netherlands Bureau for Economic Policy Analysis)

  • Roel van Elk

    () (CPB Netherlands Bureau for Economic Policy Analysis)

  • Jonneke Bolhaar

    () (CPB Netherlands Bureau for Economic Policy Analysis)

  • Iryna Rud

Abstract

We investigate the relationship between research quality and teaching quality using data from Maastricht University, the Netherlands, where students are randomly allocated to different teachers within the same course. We measure research quality by the publication records of the teachers and teaching quality by both student evaluations of the teachers and final student grades. We find that being taught by teachers with high quality publications leads to higher grades for master students. This is not fully reflected in the student evaluations of teachers. Master students do not give higher scores to teachers with high quality of publications, bachelor students give lower scores.

Suggested Citation

  • Ali Palali & Roel van Elk & Jonneke Bolhaar & Iryna Rud, 2017. "Are good researchers also good teachers? The relationship between research quality and teaching quality," CPB Discussion Paper 347.rdf, CPB Netherlands Bureau for Economic Policy Analysis.
  • Handle: RePEc:cpb:discus:347.rdf
    as

    Download full text from publisher

    File URL: https://www.cpb.nl/sites/default/files/omnidownload/cpb-discussion-paper-347-are-good-researchers-also-good-teachers.pdf
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Landry, Réjean & Saïhi, Malek & Amara, Nabil & Ouimet, Mathieu, 2010. "Evidence on how academics manage their portfolio of knowledge transfer activities," Research Policy, Elsevier, vol. 39(10), pages 1387-1403, December.
    2. Braga, Michela & Paccagnella, Marco & Pellizzari, Michele, 2014. "Evaluating students’ evaluations of professors," Economics of Education Review, Elsevier, vol. 41(C), pages 71-88.
    3. De Witte, Kristof & Rogge, Nicky & Cherchye, Laurens & Van Puyenbroeck, Tom, 2013. "Economies of scope in research and teaching: A non-parametric investigation," Omega, Elsevier, vol. 41(2), pages 305-314.
    4. Lutz Bornmann & Rüdiger Mutz & Hans‐Dieter Daniel, 2008. "Are there better indices for evaluation purposes than the h index? A comparison of nine different variants of the h index using data from biomedicine," Journal of the American Society for Information Science and Technology, Association for Information Science & Technology, vol. 59(5), pages 830-837, March.
    5. Marta De Philippis, 2015. "Multitask Agents and Incentives: The Case of Teaching and Research for University Professors," CEP Discussion Papers dp1386, Centre for Economic Performance, LSE.
    6. Antonis Sidiropoulos & Dimitrios Katsaros & Yannis Manolopoulos, 2007. "Generalized Hirsch h-index for disclosing latent facts in citation networks," Scientometrics, Springer;Akadémiai Kiadó, vol. 72(2), pages 253-280, August.
    7. Jan Feld & Ulf Zölitz, 2017. "Understanding Peer Effects: On the Nature, Estimation, and Channels of Peer Effects," Journal of Labor Economics, University of Chicago Press, vol. 35(2), pages 387-428.
    8. Michela Braga & Marco Paccagnella & Michele Pellizzari, 2014. "The academic and labor market returns of university professors," Temi di discussione (Economic working papers) 981, Bank of Italy, Economic Research and International Relations Area.
    9. 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.
    10. Krautmann, Anthony C. & Sander, William, 1999. "Grades and student evaluations of teachers," Economics of Education Review, Elsevier, vol. 18(1), pages 59-63, February.
    11. 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, June.
    12. Rob Euwals & Melanie Ward, 2005. "What matters most: teaching or research? Empirical evidence on the remuneration of British academics," Applied Economics, Taylor & Francis Journals, vol. 37(14), pages 1655-1672.
    13. Lutz Bornmann & Hans‐Dieter Daniel, 2007. "What do we know about the h index?," Journal of the American Society for Information Science and Technology, Association for Information Science & Technology, vol. 58(9), pages 1381-1385, July.
    14. Brickley, James A. & Zimmerman, Jerold L., 2001. "Changing incentives in a multitask environment: evidence from a top-tier business school," Journal of Corporate Finance, Elsevier, vol. 7(4), pages 367-396, December.
    15. 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.
    16. Quentin L. Burrell, 2007. "Hirsch index or Hirsch rate? Some thoughts arising from Liang’s data," Scientometrics, Springer;Akadémiai Kiadó, vol. 73(1), pages 19-28, October.
    17. Michael A McPherson & R Todd Jewell & Myungsup Kim, 2009. "What Determines Student Evaluation Scores? A Random Effects Analysis of Undergraduate Economics Classes," Eastern Economic Journal, Palgrave Macmillan;Eastern Economic Association, vol. 35(1), pages 37-51.
    18. Jean O. Lanjouw & Mark Schankerman, 2004. "Patent Quality and Research Productivity: Measuring Innovation with Multiple Indicators," Economic Journal, Royal Economic Society, vol. 114(495), pages 441-465, April.
    19. William B. Walstad & Sam Allgood, 2005. "Views of Teaching and Research in Economics and Other Disciplines," American Economic Review, American Economic Association, vol. 95(2), pages 177-183, May.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Ali Palali & Roel van Elk & Jonneke Bolhaar & Iryna Rud, 2017. "Are good researchers also good teachers? The relationship between research quality and teaching quality," CPB Discussion Paper 347, CPB Netherlands Bureau for Economic Policy Analysis.
    2. Palali, Ali & van Elk, Roel & Bolhaar, Jonneke & Rud, Iryna, 2018. "Are good researchers also good teachers? The relationship between research quality and teaching quality," Economics of Education Review, Elsevier, vol. 64(C), pages 40-49.
    3. Anna Salomons & Maarten Goos, 2014. "Measuring Teaching Quality in Higher Education : Assessing the Problem of Selection Bias in Course Evaluations," Working Papers 14-16, Utrecht School of Economics.
    4. Maarten Goos & Anna Salomons, 2017. "Measuring teaching quality in higher education: assessing selection bias in course evaluations," Research in Higher Education, Springer;Association for Institutional Research, vol. 58(4), pages 341-364, June.
    5. Friederike Mengel & Jan Sauermann & Ulf Zölitz, 2019. "Gender Bias in Teaching Evaluations," Journal of the European Economic Association, European Economic Association, vol. 17(2), pages 535-566.
    6. Rodríguez, Rosa & Rubio, Gonzalo, 2016. "Teaching quality and academic research," International Review of Economics Education, Elsevier, vol. 23(C), pages 10-27.
    7. Rieger, Matthias & Voorvelt, Katherine, 2016. "Gender, ethnicity and teaching evaluations: Evidence from mixed teaching teamsAuthor-Name: Wagner, Natascha," Economics of Education Review, Elsevier, vol. 54(C), pages 79-94.
    8. Angelo Antoci & Irene Brunetti & Pierluigi Sacco & Mauro Sodini, 2021. "Student evaluation of teaching, social influence dynamics, and teachers’ choices: An evolutionary model," Journal of Evolutionary Economics, Springer, vol. 31(1), pages 325-348, January.
    9. Brandão, Luana Carneiro & Soares de Mello, João Carlos Correia Baptista, 2019. "A multi-criteria approach to the h-index," European Journal of Operational Research, Elsevier, vol. 276(1), pages 357-363.
    10. Gorry, Devon, 2017. "The impact of grade ceilings on student grades and course evaluations: Evidence from a policy change," Economics of Education Review, Elsevier, vol. 56(C), pages 133-140.
    11. Friederike Mengel & Jan Sauermann & Ulf Zölitz, 2018. "Gender Bias in Teaching Evaluations," CESifo Working Paper Series 7269, CESifo.
    12. Tian, Zhilei & Wei, Yi & Li, Fang, 2019. "Who are better teachers? The effects of tenure-track and part-time faculty on student achievement," China Economic Review, Elsevier, vol. 53(C), pages 140-151.
    13. Beleche, Trinidad & Fairris, David & Marks, Mindy, 2012. "Do course evaluations truly reflect student learning? Evidence from an objectively graded post-test," Economics of Education Review, Elsevier, vol. 31(5), pages 709-719.
    14. Feld, Jan & Salamanca, Nicolás & Zölitz, Ulf, 2019. "Students are almost as effective as professors in university teaching," Economics of Education Review, Elsevier, vol. 73(C).
    15. Chun-Ting Zhang, 2009. "The e-Index, Complementing the h-Index for Excess Citations," PLOS ONE, Public Library of Science, vol. 4(5), pages 1-4, May.
    16. Marta De Philippis, 2015. "Multitask Agents and Incentives: The Case of Teaching and Research for University Professors," CEP Discussion Papers dp1386, Centre for Economic Performance, LSE.
    17. Brodaty, Thibault & Gurgand, Marc, 2016. "Good peers or good teachers? Evidence from a French University," Economics of Education Review, Elsevier, vol. 54(C), pages 62-78.
    18. Michela Braga & Marco Paccagnella & Michele Pellizzari, 2014. "The academic and labor market returns of university professors," Temi di discussione (Economic working papers) 981, Bank of Italy, Economic Research and International Relations Area.
    19. Buurman, Margaretha & Delfgaauw, Josse & Dur, Robert & Zoutenbier, Robin, 2020. "When do teachers respond to student feedback? Evidence from a field experiment," Labour Economics, Elsevier, vol. 65(C).
    20. Donghun Cho & Joonmo Cho, 2017. "Does More Accurate Knowledge of Course Grade Impact Teaching Evaluation?," Education Finance and Policy, MIT Press, vol. 12(2), pages 224-240, Spring.

    More about this item

    JEL classification:

    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:cpb:discus:347.rdf. See general information about how to correct material in RePEc.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (). General contact details of provider: https://edirc.repec.org/data/cpbgvnl.html .

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service hosted by the Research Division of the Federal Reserve Bank of St. Louis . RePEc uses bibliographic data supplied by the respective publishers.