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A substantial share of university instruction happens in tutorial sessions— small group instruction given parallel to lectures. In this paper, we study whether instructors with a higher academic rank teach tutorials more effectively in a setting where students are randomly assigned to tutorial groups. We find this to be largely not the case. Academic rank is unrelated to students’ current and future performance and only weakly positively related to students’ course evaluations. Building on these results, we discuss different staffing scenarios that show that universities can substantially reduce costs by increasingly relying on lower-ranked instructors for tutorial teaching.
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Feld et al. (Thu,) studied this question.
synapsesocial.com/papers/6a23f71db57190d467d3b260 — DOI: https://doi.org/10.3368/jhr.55.3.0417-8752r2
Jan Feld
Victoria University of Wellington
Nicolás Salamanca
The University of Melbourne
Ulf Zölitz
Center for Economic and Policy Research
The Journal of Human Resources
Department of Finance
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