The Impact of Tenure on Faculty Course Evaluations

Autor/inn/en	Gourley, Patrick; Madonia, Greg
Titel	The Impact of Tenure on Faculty Course Evaluations
Quelle	In: Education Economics, 29 (2021) 1, S.73-104 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gourley, Patrick)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0964-5292
DOI	10.1080/09645292.2020.1852391
Schlagwörter	Tenure; Job Security; College Faculty; Faculty Evaluation; Faculty Publishing; Publish or Perish Issue; State Universities; Incentives; Scores; Course Evaluation; Faculty Workload; Comparative Analysis; Student Evaluation of Teacher Performance + Suchen Sie Ihr Suchwort? Amtszeit; Beschäftigungsdauer; Arbeitsplatzsicherheit; Fakultät; Staatliche Universität; Anreiz
Abstract	The conferment of tenure at a United States university provides substantial job security to its recipients. Tenure is designed to allow a professor the ability to explore new and risky research questions without fear of losing their position due to lack of publications. At the same time, this policy creates an incentive system with an ambiguous effect on how the professor performs in the classroom. Professors may no longer care about teaching evaluations since future evaluations are unlikely to affect their job security. Alternatively, tenured professors, no longer having strenuous research priorities, may devote more resources to the teaching component of their job. This paper investigates the impact of the conferment of tenure on student evaluations of teaching. Data comes from a large, flagship state university and spans 22 semesters (2006-2017). We use an instructor-level fixed effects structure to compare end-of-semester course survey scores before and after an instructor receives tenure. We find that conditional on being granted tenure, professors experience a small, but persistent, decrease in student course evaluations. This effect is driven by professors in the top half of the course evaluation distribution. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01