Is research mediating the relationship between teaching experience and student satisfaction?
Fecha de publicación
2016-07-05ISSN
0307-5079
Resumen
Universities must ensure that academic staff are qualified and competent for performing their job. Teaching and research are two key activities in which lecturers should excel. While some authors suggest teaching and research complement each other and positively influence student satisfaction, some others point to a rivalry effect between the two.
This study aims at shedding new light on this debate. We first examine the relationship between teaching experience and student satisfaction. In a second stage we explore the mediating effect of research intensity in this relationship. Lastly, we examine potential differences due to contract status. Data gathered in 2014 come from 229 different subjects offered at the Universitat Internacional de Catalunya (Spain).
Our results support the thesis that teaching experience is a determinant of student satisfaction. We also found evidence that current incentive systems at universities are research-biased, negatively impacting on students’ perceptions of the teaching received (student satisfaction).
Tipo de documento
Artículo
Versión del documento
Versión aceptada
Lengua
English
Materias (CDU)
33 - Economía
Palabras clave
Universidades
Universitats
Universities and colleges
Estudiantes universitarios
Estudiants universitaris
Ensenyament universitari--Investigació
Education, Higher--Research
Investigación
Professors universitaris
College teachers
Profesores universitarios
Páginas
28
Publicado por
Taylor & Francis
Colección
43; 6
Publicado en
Studies in Higher Education
Citación
Berbegal-Mirabent, Jasmina; Mas-Machuca, Marta; Marimon Viadiu, Frederic. «Is research mediating the relationship between teaching experience and student satisfaction?». Studies in Higher Education, 2016, vol. 43, núm. 6, p. 973-988. Disponible en: <https://www.tandfonline.com/doi/full/10.1080/03075079.2016.1201808. Fecha de acceso: 05 jul. 2019. https://doi.org/10.1080/03075079.2016.1201808.
Nota
This is an Accepted Manuscript of an article published by Taylor & Francis in Studies in Higher Education on 05/07/2016, available online: http://www.tandfonline.com/doi/full/10.1080/03075079.2016.1201808
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