scholarly journals The pregnancy drop: How teaching evaluations penalize pregnant faculty

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Ronke M. Olabisi
Keyword(s):  
Higher Education ◽  
Lived Experiences ◽  
Student Evaluations ◽  
Teaching Evaluation ◽  
The Other ◽  
Female Faculty ◽  
Teaching Evaluations ◽  
Evaluation Scores ◽  
Leaky Pipeline ◽  
The Impact

AbstractThe “leaky pipeline” and the “maternal wall” have for decades described the loss of women in STEM and the barriers faced by working mothers. Of the studies examining the impact of motherhood or pregnancy on faculty in higher education, most focus on colleagues’ attitudes towards mothers; few studies explore pregnancy specifically, only a handful examine student evaluations in particular, and none include female faculty in engineering. This study is the first to compare student evaluations across fields from female faculty when they were pregnant against when they were not. Two scenarios were considered: (1) the lived experiences of faculty who taught classes while pregnant and while not pregnant and (2) an experiment in which students submitted teaching evaluations for an actress whom half the students believed was pregnant while the other half did not. Among faculty respondents, women of colour received lower scores while pregnant and these scores lowered further when women were in engineering and/or had severe symptoms. Depending on their demographics, students who participated in the experiment were awarded teaching evaluation scores that differed when they believed the instructor was pregnant. Findings suggest that in fields with fewer women, the maternal wall is amplified and there is a unique intersectional experience of it during pregnancy. These findings may be useful for Tenure and Promotion committees to understand and therefore account for pregnancy bias in teaching evaluations.

scholarly journals A Study of the Correlation of the Improvement of Teaching Evaluation Scores Based on Student Performance Grades

2017 ◽  
Vol 6 (2) ◽  
pp. 162 ◽  
Author(s):  
Chi Yuan Chen ◽  
Shu-Yin Wang ◽  
Yi-Fang Yang
Keyword(s):  
Student Performance ◽  
Negative Correlation ◽  
Teaching Evaluation ◽  
Positive Correlation ◽  
Teaching Evaluations ◽  
Evaluation Scores ◽  
Final Grades ◽  
Academic Year

The purpose of the study is to explore the influence of teaching evaluations on teachers in that they might try to please their students by giving higher grades in order to get higher teaching evaluation scores. To achieve this purpose, the study analyzed the correlations between teaching evaluation scores, student’s final grades and course fail rates, and it also examined whether students’ final scores and course fail rates are important predictors of teaching evaluation scores. The study used teaching evaluation scores and students’ final grades of the courses offered in the fall term of academic year 2014 and the spring term of academic year 2015 in one university in Taiwan as research samples. The results showed that both student’s final grades and course fail rates are predictors of teaching evaluation scores. There is a positive correlation between teaching evaluation scores and students’ final grades, and a negative correlation between teaching evaluation scores and course fail rates. Based on the findings, the study inferred that the implementation of teaching evaluations may influence teachers to give better grades and lower course requirements to please their students in order to get higher teaching evaluation scores.

The Impact of Psychological Empowerment on the Effectiveness of Performance

2020 ◽  
Vol 3 (1) ◽  
pp. 15-41
Author(s):  
Mona Hamid Abu Warda
Keyword(s):  
Higher Education ◽  
Saudi Arabia ◽  
Marital Status ◽  
Psychological Empowerment ◽  
Two Dimensions ◽  
Faculty Members ◽  
The Other ◽  
Self Determination ◽  
Staff Members ◽  
The Impact

This study aims to identify the concept of psychological empowerment and clarify its various dimensions and their impact on the effectiveness of performance in the higher education sector. The study has been applied to a sample of 185 staff members working at 3 universities in Saudi Arabia. This study found that the degree of practice of staff members to the dimensions of psychological empowerment exceeds the middle degree, while the level of performance in these universities was high, it showed the existence of a significant effect of the dimensions of psychological empowerment (competence, impact) on the effectiveness in performance. This is while the other two dimensions (self-determination, meaning) do not significantly affect the effectiveness of performance. The study also pointed to the existence of significant differences between the practice of faculty members to psychological empowerment according to the variables (experience, scientific rank, college), and also indicates there are significant differences in the levels of effectiveness performance, according to the variables (marital status, college).

scholarly journals Análise da participação discente na avaliação docente no ensino superior

2020 ◽  
pp. 1
Author(s):  
Maria Carolina Tomás ◽  
Raquel Wanderley D'Albuquerque ◽  
Otaviano Francisco Neves ◽  
Maytê Cabral Mesquita
Keyword(s):  
Higher Education ◽  
Student Participation ◽  
Education Institution ◽  
Individual Characteristics ◽  
Teaching Evaluation ◽  
Private Higher Education ◽  
Education Student ◽  
Full Time ◽  
Teaching Evaluations ◽  
Evaluación Docente

<p>O objetivo do artigo é compreender quais fatores influenciam a participação dos alunos em um processo de avaliação docente, identificando os perfis mais e menos propensos a participar, incluindo características individuais e dos cursos aos quais estão vinculados. Os dados analisados são da avaliação docente semestral de uma IES privada entre 2016 e 2018. O modelo de análise é a regressão logística multinível. Os resultados apontam que características individuais e também dos cursos, afetam a probabilidade de participação discente na avaliação dos professores: ser mulher, acima de 41 anos de idade, beneficiário de programas de financiamento ou bolsa de estudos, em um curso de licenciatura ou em um curso integral tendem a aumentar a probabilidade de participação na avaliação docente.</p><p><strong>Palavras-chave</strong>: Avaliação Docente, Educação Superior, Participação do Aluno</p><p> </p><p><strong>Análisis de la participación discente en la evaluación docente en la enseñanza superior </strong></p><p>El objetivo del artículo es comprender qué factores influyen en la participación de los estudiantes en un proceso de evaluación docente, identificando los perfiles con mayor y menor probabilidad de participar, incluyendo las características individuales y los cursos a los que están vinculados. Los datos analizados provienen de la evaluación docente semestral de una IES privada entre los años 2016 y 2018. El modelo de análisis es la regresión logística multinivel. Los resultados muestran que las características individuales, así como las de los cursos, afectan a la probabilidad de participación discente en la evaluación de los profesores: el ser de género femenino, mayor de 41 años, beneficiario de programas de financiamiento o becas, en un curso de licenciatura o en un curso integral, aumenta la probabilidad de participar en la evaluación docente.</p><p><strong>Palabras clave</strong>: Evaluación Docente, Educación Superior, Participación del Alumno</p><p> </p><p><strong>An analysis of student participation in teacher evaluation in higher education </strong></p><p>The article aims to understand what factors are associated to student participation in teaching evaluations by identifying students’ profiles that are more and less likely to participate. We consider students’ individual characteristics and programs’ characteristics. The data are from the semiannual teaching evaluation from a private higher education institution between 2016 and 2018. We used multilevel logistic regression and the results indicate that both individual and program characteristics can affect the probability of student participation in teaching evaluation, i.e., being female, over 41 years old, receiving funding or scholarship, as well as being enrolled in a teacher licensure program or a full-time program are associated to higher probability of participating in teaching evaluations.</p><p><strong>Keywords</strong>: Evaluation of Teaching, Higher Education, Student Participation</p>

scholarly journals Are Spanish Students Customers? Paradoxical Perceptions of the Impact of Marketisation on Higher Education in Spain

2020 ◽  
pp. 136078042096857
Author(s):  
Sazana Jayadeva ◽  
Rachel Brooks ◽  
Achala Gupta ◽  
Jessie Abrahams ◽  
Predrag Lažetič ◽  
...  
Keyword(s):  
Higher Education ◽  
Market Orientation ◽  
The Other ◽  
University Staff ◽  
Educational Provision ◽  
Cost Of Education ◽  
Number Of Factors ◽  
Private Cost ◽  
The Impact

This article examines how higher education (HE) students are conceptualised in Spain, drawing on an analysis of policy and institutional narratives about such students, as well as on the perspectives of university staff and students themselves. More specifically, it will explore an interesting paradox that we encountered in our data: on one hand, marketisation is less firmly established in the HE system of Spain than in many other European countries, and policy and institutional narratives in Spain present the HE system as being relatively unmarketised. On the other hand, the staff and students we interviewed presented the Spanish HE system and the student experience as having been dramatically transformed by marketisation. In analysing this paradox, the article highlights the importance of not viewing countries as coherent educational entities. In addition – while broadly supporting scholarship that has pointed to a growing market orientation of national HE systems across Europe – the article draws attention to how the manner in which the marketisation of HE is experienced on the ground can be very different in different national contexts, and may be mediated by a number of factors, including perceptions about the quality of educational provision and the labour market rewards of a degree; the manner in which the private cost of education (if any) is borne by students and their families; and the extent to which marketisation may have become entrenched and normalised in the HE system of a country.

scholarly journals Public, Private or Universities?

2019 ◽  
Vol 70 (2) ◽  
pp. 276-300
Author(s):  
Caner Demir
Keyword(s):  
Higher Education ◽  
Panel Data Analysis ◽  
Oecd Countries ◽  
The Other ◽  
Business Sector ◽  
Cross Sectional ◽  
Cross Sectional Dependence ◽  
Econometric Tests ◽  
The Government ◽  
The Impact

The aim of this study is to investigate the differential impacts of business, government and higher education sectors’ research and development expenditures (R&amp;D) on innovation in OECD countries. Although the business sector has the largest share of the R&amp;D sector due to its profit motive, there are also some efforts made by public and higher education sectors. On the other hand, for decades, the literature of economics is in doubt about the efficiency of the public sector. The study deals with the issue by making a panel data analysis covering 18 OECD countries over the 1981-2016 period and aims to examine the separated effects of these sectoral R&amp;D expenditures on innovation performance. Since most of the existing literature mostly focused on the R&amp;D-GDP relationship, the present study aims to contribute to a relatively untouched point. To obtain robust findings, recent econometric tests and estimators have been used. The previous studies in the existing literature ignored the possibility of cross-sectional dependence problem within the country samples. Ignoring this problem may yield biased and inconsistent results. The present study considers the existence of cross-sectional dependence between selected countries and checks the robustness of each test and estimator via recent econometric techniques. The findings reveal firstly that there is a cointegrating relationship between the number of domestic patents (innovation) and the other three R&amp;D indicators. Secondly, the longrun estimation results imply that increases in the R&amp;D expenditures made by business sector significantly raise innovation while there is no statistically significant evidence on the impact of R&amp;D expenditures made by the government and higher education sectors. The findings reveal that the R&amp;D efforts made by the government and higher education sectors cannot turn into innovation and do not contribute to the knowledge spillover mechanism.

scholarly journals Passive, Victims or Unintended Misrepresentation?

2021 ◽  
Vol 14 (4) ◽  
pp. 13
Author(s):  
Fidel C. T. Budy
Keyword(s):  
Rural Women ◽  
Lived Experiences ◽  
The Other ◽  
African Women ◽  
Equal Access ◽  
Land Grabbing ◽  
Structured Interviews ◽  
The Everyday ◽  
The One ◽  
The Impact

Sustainable development efforts to mitigate the challenges that women face in the midst of land grabbing could be significantly undermined or they could fail to address the concerns of rural African women if they are not driven by the everyday lived experiences of rural African women. Evidence suggests that current accounts of how rural African women experience land grabbing oversimplify the homogeneity of their experiences, depicting them as entirely passive and victims who lack the agency to react to the loss of their land. Addressing this gap in our appreciation of the impact of land grabbing on rural African women is significant to ensure equal access to land and secure tenure rights for women actually work. To this end, there are some in the literature that have, and continue to challenge the depiction of rural African women as entirely passive and victims, lacking agency. This paper builds on those studies to expand the parameter of inquiry by bringing fresh perspectives to the debate from Senjeh District in Liberia. Utilising data collected through qualitative semi-structured interviews in the district over a period of four months, this paper argues that there is a divergence between the well held notions by the literature and experts on the one hand and, women in Senjeh on the other hand. The paper also argues that rural women in Senjeh District exhibited various agency in multiple ways against the loss of their land to Sime Darby.

To Flip or Not to Flip?

2019 ◽  
pp. 17-37
Author(s):  
Ricardo Castedo ◽  
Lina M López ◽  
María Chiquito ◽  
José Daniel Cabrera Martín
Keyword(s):  
Higher Education ◽  
Gender Differences ◽  
Quantitative Data ◽  
Flipped Classroom ◽  
The Other ◽  
First Year ◽  
Direct Impact ◽  
Traditional Lecture ◽  
Contrast Group ◽  
The Impact

The use of flipped classroom in higher education has increased in recent years, but there are still few quantitative data on student achievement. In this chapter, a flipped classroom methodology has been applied during two consecutive academic years in an engineering degree. During the first year, one group was taught with traditional lecture (used as contrast group) while the other used the flipped classroom. In the second year, both groups were taught with the flipped methodology. The main objectives were to measure the impact of learning focusing on possible gender differences and on active students to increase the students' involvement and to study how the students view this new experience. The results show that the developed methodology has a direct impact on learning improving the final grades and decreasing their dispersion. The students tend to attend more to class and to exams with this methodology.

The influence of wealth, transparency, and democracy on the number of top ranked universities

2015 ◽  
Vol 23 (2) ◽  
pp. 108-122 ◽  
Author(s):  
Naceur Jabnoun
Keyword(s):  
Higher Education ◽  
Cluster Analysis ◽  
The Other ◽  
Single Factor ◽  
Policy Makers ◽  
Content Type ◽  
Financial Strength ◽  
The World ◽  
Partial Correlations ◽  
The Impact

Purpose – This paper aims to explore the influence of wealth, transparency and democracy on the number of universities per million people ranked among the top 300 and 500. The highly ranked universities in the world tend to be concentrated in a few countries. Design/methodology/approach – ANOVA was used to test the differences between the two groups in terms of three key national variables that are likely to affect higher education. These variables are gross domestic product per capita (GDPPC), transparency and democracy. Cluster analysis was used to find out if there were any groupings of countries based on the number of top-ranked universities and the above three variables. Correlation analysis was also used to confirm the relationship between the key variables and the number of universities among the top 500 and 300 universities per million people. Finally, partial correlations and linear regression were used to identify the most important factor(s) affecting the number of universities among the top 500 and 300 universities per million people. Findings – ANOVA revealed that countries with top-ranked universities had higher GDPPC, transparency and democracy levels than countries with no top-ranked universities. Cluster analysis resulted in two groups of countries: one group of countries with a higher number of ranked universities, higher democracy level, higher transparency and higher GDPPC. The other group had lower values for each of the above variables. Pearson correlations confirmed that the number of top universities per million people is related to the three national variables. Partial correlation and regression revealed that transparency is the only significant factor that directly determines the number of universities among the top 500 in the world. On the other hand, both transparency and GDPPC are significant in determining the number of universities ranked in the top 300 per million people. This means that universities ranked among the top 500 are generally found in countries with higher transparency levels, while top 300 universities are generally found in countries that have both higher transparency levels and higher GDPPC. Research limitations/implications – This paper paves the way for further research on transparency and ethics in higher education. The impact of wealth, transparency and democracy can also be measured in other industries, and particularly those linked to learning and innovation. Practical implications – This paper draws the attention to the fact that top universities are found in richer, more democratic and more transparent countries. It, however, indicates that the single factor associated with the number of universities ranked among the top 500 is transparency. Policy makers should therefore focus on increasing transparency to increase the likelihood of having top-ranked universities. Having universities ranked among the 300 is also linked to having higher GDPPC. This indicates that transparency can drive all other factors associated with having universities ranked among the first 500 in the world, but further improvement of university ranking to first 300 universities also requires greater financial strength. This is understandable given the expense associated with attracting first-class faculty members and having world-class research programs. Originality/value – This is the first paper that researched the differences between countries having top-ranked universities and countries having no top-ranked universities. It also identified transparency as the single factor affecting the number of top 500 ranked universities per million people. It is also the first paper to have distinguished between having universities ranked among the top 300 in the world and universities ranked among the top 500. It showed that factors expected to be play a key role in determining higher education success such as democracy index and GDPPC were not significant in determining the number of top 500 universities per million people. This paper, however, showed that the number of top 300 universities per million per country depends not only on transparency but also on GDPPC. This paper provides a good understanding of barriers to university excellence in many countries. These barriers may also be pertinent to other institutions where learning is highly significant.

The lived experiences of dementia in married couple relationships

Dementia ◽  
2017 ◽  
Vol 18 (5) ◽  
pp. 1727-1739 ◽  
Author(s):  
Suzannah Clark ◽  
Tim Prescott ◽  
Gemma Murphy
Keyword(s):  
Lived Experiences ◽  
Married Couple ◽  
Phenomenological Analysis ◽  
The Other ◽  
Interpretive Phenomenological Analysis ◽  
Couple Relationship ◽  
Couple Relationships ◽  
People With Dementia ◽  
The Impact

Background and purpose There are a growing number of couples who become affected by dementia as one partner develops the condition while the other becomes a carer. However, our knowledge about the experiences of couples affected by dementia is limited. Very little knowledge about the impact of dementia on couples has been gained in previous research. The aim of this study was to explore the dyadic perspective of dementia within a couple relationship. Methodology: Six couples were interviewed about their experience of living with dementia. Interview transcripts were subjected to interpretive phenomenological analysis to identify themes across participants’ accounts. Results and conclusion: The analysis revealed three themes: (i) maintaining a bond, (ii) change and adjustment, and (iii) the challenge of coping. The results highlight the importance of studying the dyadic perspective and including people with dementia in research. Couples experienced an enduring commitment to one another as they adjusted to life with dementia.

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