¿Profesores con más experiencia suponen mayores oportunidades de aprendizaje? Relación entre las características de los profesores y el rendimiento académico de los estudiantes en la asignatura de Contabilidad Financiera de una universidad española
El objetivo del presente trabajo es analizar cómo las características del profesor influyen en el resultado académico del alumno. Con este fin, se emplea una muestra que integra información sobre 3.219 alumnos y 12 profesores de la Universitat Autònoma de Barcelona. Dichos datos se analizan adoptand...
- Autores:
-
Martí-Ballester, Carmen-Pilar
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2017
- Institución:
- Universidad de Medellín
- Repositorio:
- Repositorio UDEM
- Idioma:
- eng
- OAI Identifier:
- oai:repository.udem.edu.co:11407/4710
- Acceso en línea:
- http://revistas.udem.edu.co/index.php/Ciencias_Sociales/article/view/2336
http://hdl.handle.net/11407/4710
https://doi.org/10.22395/csye.v6n12a2
- Palabra clave:
- academic performance
instructor
undergraduate
censored least absolute deviations model
desempeño académico
profesor
alumno
estimador de desviación absoluta mínima censurada
desempenho acadêmico
estudante universitário
instrutor
modelo de desvios absolutos mínimos censurados
- Rights
- License
- http://creativecommons.org/licenses/by-nc-sa/4.0/
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¿Profesores con más experiencia suponen mayores oportunidades de aprendizaje? Relación entre las características de los profesores y el rendimiento académico de los estudiantes en la asignatura de Contabilidad Financiera de una universidad española More experienced professors, more learning opportunities? Relationships between instructor's traits and students' academic performance in financial accounting courses of a Spanish University Professores mais experientes, mais oportunidades de aprendizagem? Relações entre as características do instrutor e o desempenho acadêmico dos alunos em cursos de contabilidade financeira de uma universidade espanhola |
| title |
¿Profesores con más experiencia suponen mayores oportunidades de aprendizaje? Relación entre las características de los profesores y el rendimiento académico de los estudiantes en la asignatura de Contabilidad Financiera de una universidad española |
| spellingShingle |
¿Profesores con más experiencia suponen mayores oportunidades de aprendizaje? Relación entre las características de los profesores y el rendimiento académico de los estudiantes en la asignatura de Contabilidad Financiera de una universidad española academic performance instructor undergraduate censored least absolute deviations model desempeño académico profesor alumno estimador de desviación absoluta mínima censurada desempenho acadêmico estudante universitário instrutor modelo de desvios absolutos mínimos censurados |
| title_short |
¿Profesores con más experiencia suponen mayores oportunidades de aprendizaje? Relación entre las características de los profesores y el rendimiento académico de los estudiantes en la asignatura de Contabilidad Financiera de una universidad española |
| title_full |
¿Profesores con más experiencia suponen mayores oportunidades de aprendizaje? Relación entre las características de los profesores y el rendimiento académico de los estudiantes en la asignatura de Contabilidad Financiera de una universidad española |
| title_fullStr |
¿Profesores con más experiencia suponen mayores oportunidades de aprendizaje? Relación entre las características de los profesores y el rendimiento académico de los estudiantes en la asignatura de Contabilidad Financiera de una universidad española |
| title_full_unstemmed |
¿Profesores con más experiencia suponen mayores oportunidades de aprendizaje? Relación entre las características de los profesores y el rendimiento académico de los estudiantes en la asignatura de Contabilidad Financiera de una universidad española |
| title_sort |
¿Profesores con más experiencia suponen mayores oportunidades de aprendizaje? Relación entre las características de los profesores y el rendimiento académico de los estudiantes en la asignatura de Contabilidad Financiera de una universidad española |
| dc.creator.fl_str_mv |
Martí-Ballester, Carmen-Pilar |
| dc.contributor.author.none.fl_str_mv |
Martí-Ballester, Carmen-Pilar |
| dc.contributor.affiliation.none.fl_str_mv |
Martí-Ballester, Carmen-Pilar; Universitat Autònoma de Barcelona |
| dc.subject.spa.fl_str_mv |
academic performance instructor undergraduate censored least absolute deviations model desempeño académico profesor alumno estimador de desviación absoluta mínima censurada desempenho acadêmico estudante universitário instrutor modelo de desvios absolutos mínimos censurados |
| topic |
academic performance instructor undergraduate censored least absolute deviations model desempeño académico profesor alumno estimador de desviación absoluta mínima censurada desempenho acadêmico estudante universitário instrutor modelo de desvios absolutos mínimos censurados |
| description |
El objetivo del presente trabajo es analizar cómo las características del profesor influyen en el resultado académico del alumno. Con este fin, se emplea una muestra que integra información sobre 3.219 alumnos y 12 profesores de la Universitat Autònoma de Barcelona. Dichos datos se analizan adoptando un modelo de regresión lineal sobre el que se aplica el estimador de desviación absoluta mínima censurada (CLAD). Los resultados obtenidos indican que la calidad de la docencia y la publicación de artículos en revistas indexadas en las bases de datos ISI Web of Science y Econlit tienen un efecto positivo y significativo en el resultado académico del alumno. Por el contrario, concentrar la docencia en una única asignatura, trabajar como profesor asociado y ser profesor de amplia experiencia influyen negativamente en el desempeño académico del alumno. |
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2017 |
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2017-12-31 |
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2018-04-13T21:18:24Z |
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2018-04-13T21:18:24Z |
| dc.type.eng.fl_str_mv |
Article |
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http://purl.org/coar/resource_type/c_2df8fbb1 |
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http://purl.org/coar/version/c_970fb48d4fbd8a85 |
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http://purl.org/coar/resource_type/c_6501 |
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Artículo científico |
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info:eu-repo/semantics/article |
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http://revistas.udem.edu.co/index.php/Ciencias_Sociales/article/view/2336 |
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2256-5000 |
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http://hdl.handle.net/11407/4710 |
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https://doi.org/10.22395/csye.v6n12a2 |
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2590-7344 |
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eng |
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eng |
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Ciencias Sociales y Educación, Universidad de Medellín; Vol. 6, Núm. 12 (2017) |
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Ciencias Sociales y Educación; Vol. 6, Núm. 12. Julio-Diciembre 2017 |
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6 |
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12 |
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23 |
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44 |
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Higher Education, V. 45, nº 3, pp. 257-279. Becker, William E., and John R. Powers. (2001). Student performance, attrition, and class size given missing student data. Economics of Education Review, V. 20, nº 4, pp. 377-388. Bedard, Kelly, and Peter Kuhn. (2008). Where class size really matters: class size and student ratings of instructor effectiveness. Economics of Education Review, V. 27, nº 3, pp. 253-265. Beleche, Trinidad, David Fairris, and Mindy Marks. (2012). Do course evaluations truly reflect student learning? Evidence from an objectively graded post-test. Economics of Education Review, V. 31, nº 5, pp. 709-719. Benjamin, Ernst. (2002). How over reliance upon contingent appointments diminishes faculty involvement in student learning. Peer Review, V. 5, nº 1, pp. 4 10. Benjamin, Ernst. (2003). Reappraisal and Implications for Policy and Research. New Directions for Higher Education, nº 123, pp. 79-113. Bettinger, Eric P., and Bridget Terry Long. (2010). Does cheaper mean better? The impact of using adjunct instructors on student outcomes. Review of Economics and Statistics, V. 92, nº 3, pp. 598-613. Braxton, John M. (1996). Contrasting perspectives on the relationship between teaching and research. New Directions for Institutional Research, nº 90, pp. 5-14. Cantwell, Robert, Jennifer Archer, and Sid Bourke. (2001). A comparison of the academic experiences and achievement of university students entering by traditional and non-traditional means. Assessment and Evaluation in Higher Education, V. 26, nº 3, pp. 221-234. Carrell, Scott E., and James E. West. (2010). Does Professor Quality Matter? Evidence from Random Assignment of Students to Professors. Journal of Political Economy, V. 118, nº 3, pp. 409-432. Cherchye, Laurens, Bram De Rock, and Frederic Vermeulen. (2008). Analyzing cost-efficient production behavior under economics of scope: A nonparametric methodology. Operations Research, V. 56, nº 1, pp. 204-221. Cho, Insook. (2012). 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The mythologies of faculty productivity: Implications for institutional policy and decision-making. Journal of Higher Education, V. 73, nº 1, pp. 26-48. Fogarty, Timothy J. (2004). Sustained research productivity in accounting: a study of the senior cohort. Global Perspectives on Accounting Education, V. 1, pp. 31-58. García-Gallego, Aurora, Nikolaos Georgantzís, Joan Martín-Montaner, and Teodosio Perez Amaral. (2012). How do research and administrative duties affect university professors’ teaching? Available at ssrn: http://dx.doi.org/10.2139/ssrn.2133898 Gibbs, Graham, and Martin Coffey. (2004). The impact of training of university teachers on their teaching skills, their approach to teaching and the approach to learning of their students. Active Learning in Higher Education, V. 5, nº 1, pp. 87-100. Goodwin, Thomas H., and Raymond D. Sauer. (1995). Life cycle productivity in academic research: Evidence from cumulative publication histories of academic economists. 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(2014). Análisis del uso de cuestionarios en contabilidad financiera. Educación XX1, V. 17, nº 1, pp. 271-290. Massy, William F., and Andrea K. Wilger. (1995). Improving productivity: What faculty thinks about it—and its effect on quality. Change, V. 27, nº 4, pp. 10-20. Mishra, Vinod, and Russell Smyth. (2012). Are more senior academics really more research productive than junior academics? Evidence from Australian law schools. Scientometrics, (In press). Neumann, Ruth. (1992). Perceptions of the teaching-research nexus: A framework for analysis. Higher Education, V. 23, nº 2, pp. 159-171. Noser, Thomas C., Herman Manakyan, and John R. Tanner. (1996). Research Productivity and Perceived Teaching Effectiveness: A Survey of Economics Faculty. Research in Higher Education, V. 37,nº 3, pp. 299-321. Powell, James L. (1984). Least Absolute Deviations Estimation for the Censored Regression Model. Journal of Econometrics, V. 25, nº 3, pp. 303-325. Prince, Michael J., Richard M. Felder, and Rebecca Brent. (2007). Does faculty research improve undergraduate teaching? An analysis of existing and potential synergies. Journal of Engineering Education, V. 96, nº 4, pp. 283-294. Ramsdem, Paul. (1998). Managing the effective university. Higher Education Research and Development, V. 17, nº 3, pp. 347-371. Ramsden, Paul, and Ingrid Moses. (1992). Association between research and teaching in Aus-tralian higher education. Higher Education, V. 23, nº 3, pp. 273-295. Riehl, Carolyn, and John W. Sipple. (1996). Making the Most of Time and Talent: Secondary School Organizational Climates, Teaching Task Environments, and Teacher Commitment. American Educational Research Journal, V. 33, nº4, pp. 873-901. Sharma, Subhash, and William L. James. (1981). Latent root regression: An alternate procedure for estimating parameters in the presence of multicollinearity. Journal of Marketing Research, V. 18, nº 2, pp.154-161. Sheard, Michael. (2009). Hardiness commitment, gender, and age differentiate university academic performance. British Journal of Educational Psychology, V. 79, nº 1, pp. 189-204. Spiller, Pablo T., and Bennet A. Zelner. (1997). Product Complementarities, Capabilities and Governance: A Dynamic Transaction Cost Perspective. Industrial and Corporate Change, V. 6, nº 3, pp. 561-594. Sullivan, Anna V. Shaw. (1996). Teaching norms and publication productivity. New Directions for Institutional Research, nº 90, pp. 15-21. Sykes, Pat. (2006). Working in a ‘new’ university: In the shadow of the Research Assessment Exercise. Studies in Higher Education, V. 31, nº 5, pp. 555-568. Stack, Steven. (2003). Research productivity and student evaluation of teaching in social science classes: a research note. Research in Higher Education, V. 44, nº 5, pp. 539-556. Tien, Flora F., and Robert T. Blackburn. (1996). Faculty rank system, research motivation, and faculty research productivity: Measurement refinement and theory testing. Journal of Higher Education, V. 67, nº 1, pp. 2-22. Tobin, James (1958). Estimation of relationships for limited dependent variables. Econometrica: journal of the Econometric Society, V. 26, no 1, pp. 24-36. Toutkoushian, Robert Kevin, and Marcia L. Bellas. (1999). Faculty time allocations and research productivity. The Review of Higher Education, V. 22, nº 4, pp. 367-390. Umbach, Paul D. (2007). How effective are they? Exploring the impact of contingent faculty on undergraduate education. The Review of Higher Education, V. 30, nº 2, pp. 91-124. Walstad, William B. (2001). Improving assessment in University Economics, Journal of Economic Education, V. 32, nº 3, pp. 281-294. Watty, Kim, Sheila Bellamy, and Clive Morley. (2008). Changes in higher education and valuing the job: The views of accounting academics in Australia. Journal of Higher Education Policy and Management, V. 30, nº 2, pp. 139-151. Witte, Kristof, Nicky Rogge, Laurens Cherchye, and Tom Van Puyenbroeck. (2013). Economies of scope in research and teaching: a non-parametric investigation. Omega, V. 41, nº 2, pp. 305-314. |
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Martí-Ballester, Carmen-PilarMartí-Ballester, Carmen-Pilar; Universitat Autònoma de Barcelona2018-04-13T21:18:24Z2018-04-13T21:18:24Z2017-12-31http://revistas.udem.edu.co/index.php/Ciencias_Sociales/article/view/23362256-5000http://hdl.handle.net/11407/4710https://doi.org/10.22395/csye.v6n12a22590-7344reponame:Repositorio Institucional Universidad de Medellínrepourl:https://repository.udem.edu.co/instname:Universidad de MedellínEl objetivo del presente trabajo es analizar cómo las características del profesor influyen en el resultado académico del alumno. Con este fin, se emplea una muestra que integra información sobre 3.219 alumnos y 12 profesores de la Universitat Autònoma de Barcelona. Dichos datos se analizan adoptando un modelo de regresión lineal sobre el que se aplica el estimador de desviación absoluta mínima censurada (CLAD). Los resultados obtenidos indican que la calidad de la docencia y la publicación de artículos en revistas indexadas en las bases de datos ISI Web of Science y Econlit tienen un efecto positivo y significativo en el resultado académico del alumno. Por el contrario, concentrar la docencia en una única asignatura, trabajar como profesor asociado y ser profesor de amplia experiencia influyen negativamente en el desempeño académico del alumno.The main objective of this paper is to analyse how the characteristics of professors affect students’ academic performance. To do so, we analyse a sample of recollected data from 3219 students and twelve professors from the Universitat Autònoma de Barcelona. A linear regression model, adopting the censored least absolute deviations model, was applied. Results indicate that the quality of teaching and the publication of a greater number of articles in indexed journals in the ISI Web of Science and Econlit databases have a positive and significant influence on students’ academic performance. On the contrary, dedicating more lecture time to the subject of Financial Accounting in comparison with the total amount of lecture time, working as an adjunct professor and teaching experience negatively influence students’ academic performance.O objetivo principal deste trabalho é analisar como as características dos professores afetam o desempenho acadêmico dos estudantes. Para isso, analisamos uma amostra de dados coletados de 3.219 estudantes e 12 professores da Universitat Autònoma de Barcelona. Foi aplicado um modelo de regressão linear que adotou o modelo de desvios absolutos mínimos censurados. Os resultados indicam que a qualidade do ensino e a publicação de maior quantidade de artigos em revistas indexadas nas bases de dados da ISI Web of Science e da Econlit têm uma influência positiva e significativa no desempenho acadêmico dos estudantes. Pelo contrário, dedicar mais tempo de conferência ao assunto de Contabilidade Financeira em comparação com a quantidade total de tempo de conferência, trabalhar como professor adjunto e considerar a experiência de ensino influenciam negativamente o desempenho acadêmico dos estudantes.p. 23-44Electrónicoapplication/pdfengUniversidad de MedellínFacultad de Ciencias Sociales y HumanasCiencias Sociales y Educación, Universidad de Medellín; Vol. 6, Núm. 12 (2017)Ciencias Sociales y Educación; Vol. 6, Núm. 12. Julio-Diciembre 20176122344Adler, Nancy J., and Anne-Wil Harzing. (2009). When knowledge wins: Transcending the sense and nonsense of academic ranking. Academy of Management Learning and Education, V. 8, nº 1, pp. 72-95.Angrist, Joshua D., and Victor Lavy (2001). Does teacher training affect pupil learning? Evidence from matched comparisons in Jerusalem public schools. Journal of Labor Economics, V. 19, nº 2, pp. 343-369.Armstrong, David, and Peter Goodyear. (2006). Implications of external research quality assessment for local research leadership: Learning from the UK RAE experience. Australian Educational Researcher, nº 33, pp. 19-41.Arnold, Ivo J.M. (2008). Course level and the relationship between research productivity and teaching effectiveness. Journal of Economic Education, V. 39, nº 4, pp. 307-321.Barnett, Bryan. (1992). Teaching and research are inescapably incompatible. Chronicle of Higher Education, p. A40.Bazeley, Pat. (2003). Defining early career in research. Higher Education, V. 45, nº 3, pp. 257-279.Becker, William E., and John R. Powers. (2001). 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Omega, V. 41, nº 2, pp. 305-314.http://creativecommons.org/licenses/by-nc-sa/4.0/Attribution-NonCommercial-ShareAlike 4.0 Internationalhttp://purl.org/coar/access_right/c_abf2Ciencias Sociales y Educación; Vol. 6, Núm. 12 (2017): (julio-diciembre); 23-44academic performanceinstructorundergraduatecensored least absolute deviations modeldesempeño académicoprofesoralumnoestimador de desviación absoluta mínima censuradadesempenho acadêmicoestudante universitárioinstrutormodelo de desvios absolutos mínimos censurados¿Profesores con más experiencia suponen mayores oportunidades de aprendizaje? Relación entre las características de los profesores y el rendimiento académico de los estudiantes en la asignatura de Contabilidad Financiera de una universidad españolaMore experienced professors, more learning opportunities? Relationships between instructor's traits and students' academic performance in financial accounting courses of a Spanish UniversityProfessores mais experientes, mais oportunidades de aprendizagem? Relações entre as características do instrutor e o desempenho acadêmico dos alunos em cursos de contabilidade financeira de uma universidade espanholaArticlehttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Artículo científicoinfo:eu-repo/semantics/articlehttp://purl.org/coar/version/c_970fb48d4fbd8a85Comunidad Universidad de MedellínLat: 06 15 00 N degrees minutes Lat: 6.2500 decimal degreesLong: 075 36 00 W degrees minutes Long: -75.6000 decimal degreesMedellínTHUMBNAILportada.JPGportada.JPGimage/jpeg15258http://repository.udem.edu.co/bitstream/11407/4710/2/portada.JPG18457997892223ce0833bc6eb42e6bc5MD52ORIGINALArticulo.htmltext/html509http://repository.udem.edu.co/bitstream/11407/4710/1/Articulo.html8ef273948f67189929f786983aa3e54dMD5111407/4710oai:repository.udem.edu.co:11407/47102020-12-15 15:13:29.053Repositorio Institucional Universidad de Medellinrepositorio@udem.edu.co |