Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/192902 
Erscheinungsjahr: 
2018
Schriftenreihe/Nr.: 
Working Paper No. 293
Verlag: 
University of Zurich, Department of Economics, Zurich
Zusammenfassung: 
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.
Schlagwörter: 
Teacher value-added
teaching effectiveness
higher education
JEL: 
I21
I24
J24
Persistent Identifier der Erstveröffentlichung: 
Dokumentart: 
Working Paper

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