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

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.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

Models for ranking European Institutions of higher learning with an application to data from Greece

Monitoring the success of colleges and universities can be useful to many interested parties and for many purposes. For example, it can assist administrations to identify the strengths and weaknesses of their institutions and take corrective actions. It can enlighten the decisions of funding authorities, as transparency and accountability in public life are becoming subjects of wide social concern. And of course it can provide prospective university students and their parents with the data they need to make informed educational decisions. In this paper we propose a flexible analytical framework for ranking institutions of higher learning and apply it to date from 19 Department of Economics, Business Administration, and European International and Economic Studies that operated in Greece in 1998. Our results suggest that the proposed model is robust with respect to several criteria. In particular, the rankings in each category remain unchanged for a wide range of the weights employed to sum the contributions of research, teaching and other activities of the faculties. The top departments retain their relative positions in their categories irrespective of whether the rating criterion is research or teaching, thus ascertaining the finding that good teaching goes hand in hand with good research. And last, but not least, it is found that market ratings of the various departments, as represented by the evaluations of graduates their employers, and other interested parties, are consistent with the rankings based on academic criteria.University rankings;models of rankings;rankings of Greek economics and business departments

Models for ranking European institutions of higher learning with an application to data from Greece

Monitoring the success of colleges and universities can be useful to many interested parties and for many purposes. For example, it can assist administrations to identify the strengths and weaknesses of their institutions and take corrective actions. It can enlighten the decisions of funding authorities, as transparency and accountability in public life are becoming subjects of wide social concern. And of course it can provide prospective university students and their parents with the data they need to make informed educational decisions. In this paper we propose a flexible analytical framework for ranking institutions of higher learning and apply it to date from 19 Department of Economics, Business Administration, and European International and Economic Studies that operated in Greece in 1998. Our results suggest that the proposed model is robust with respect to several criteria. In particular, the rankings in each category remain unchanged for a wide range of the weights employed to sum the contributions of research, teaching and other activities of the faculties. The top departments retain their relative positions in their categories irrespective of whether the rating criterion is research or teaching, thus ascertaining the finding that good teaching goes hand in hand with good research. And last, but not least, it is found that market ratings of the various departments, as represented by the evaluations of graduates their employers, and other interested parties, are consistent with the rankings based on academic criteriaUniversity rankings, models of ranking, ranking of Greek economics and business departments

Models for ranking European institutions of higher learning with an application to data from Greece

Monitoring the success of colleges and universities can be useful to many interested parties and for many purposes. For example, it can assist administrations to identify the strengths and weaknesses of their institutions and take corrective actions. It can enlighten the decisions of funding authorities, as transparency and accountability in public life are becoming subjects of wide social concern. And of course it can provide prospective university students and their parents with the data they need to make informed educational decisions. In this paper we propose a flexible analytical framework for ranking institutions of higher learning and apply it to date from 19 Department of Economics, Business Administration, and European International and Economic Studies that operated in Greece in 1998. Our results suggest that the proposed model is robust with respect to several criteria. In particular, the rankings in each category remain unchanged for a wide range of the weights employed to sum the contributions of research, teaching and other activities of the faculties. The top departments retain their relative positions in their categories irrespective of whether the rating criterion is research or teaching, thus ascertaining the finding that good teaching goes hand in hand with good research. And last, but not least, it is found that market ratings of the various departments, as represented by the evaluations of graduates their employers, and other interested parties, are consistent with the rankings based on academic criteria.University rankings, models of rankings, rankings of Greek economics and business departments

Agricultural Economics Education in Ukrainian Agricultural Universities: An Efficiency Analysis Using Data Envelopment Analysis

Ukraine's transition from a centrally-planned to a market economy has had a profound effect upon its agricultural sector and agricultural universities. A substantial reduction in state financing has forced universities to adopt a range of survival strategies, with varying degrees of success. In this paper we use data envelopment analysis to examine the technical efficiency of 44 agricultural economics programs from 19 Ukrainian universities during the 2002/03 academic year. Our empirical results indicate wide disparities in performance, ranging from 36% to 100% technical efficiency. A second-stage analysis suggests that factors such as student demand, commercial activities and staff quality help explain a portion of this variation.higher education, Ukraine, efficiency, data envelopment analysis, Teaching/Communication/Extension/Profession, I21, C14, Q16,

Educating managers for business and government : a review of international experience

Managers, in both the private and public sectors, are increasingly recognized as critical in the use of scarce resources for national development. There is no unanimity of opinion, however, regarding the models or approaches to management education that are most appropriate in different environmental settings. This report encompasses management education for each of the following groups: the managers and future managers of large scale enterprises; entrepreneurs and small businessmen; and public administrators. It reviews worldwide trends and developments in management education for lessons in such areas as curriculum design, research and teaching methodology, and institutional policies and administration. Experience is drawn from recognized universities, educational organizations, civil service institutes, and corporations in several major countries and regions of the world.ICT Policy and Strategies,Health Monitoring&Evaluation,Teaching and Learning,Curriculum&Instruction,Primary Education

An application of statistical interference in DEA models: An analysis of public owned university departments' efficiency

This paper uses Data Envelopment Analysis (DEA) model formulations in order to determine the performance levels of 16 departments of the University of Thessaly. Particularly, the constant returns to scale (CRS) and variable returns to scale (VRS) models have been applied alongside with bootstrap techniques in order to determine accurate performance measurements of the 16 departments. The study illustrates how the recent developments in efficiency analysis and statistical inference can be applied when evaluating institutional performance issues. The paper provides the efficient departments and the target values which need to be adopted from the inefficient departments in order to operate in the most productive scale size (MPSS). Moreover it provides bias corrected estimates alongside with their confidence intervals. The analysis indicates that there are strong inefficiencies among the departments, emphasizing the misallocation of resources or/and inefficient application of departments policy developments.University efficiency; DEA; Bootstrap techniques; Kernel density estimation, Economic research; Europe; University rankings.