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Measuring the Impact of Externalities on College of Agriculture Teaching Evaluations

Published online by Cambridge University Press:  28 April 2015

Ronald A. Fleming ,
Ernest F. Bazen  and
Michael E. Wetzstein
Ronald A. Fleming
Affiliation:
Department of Agricultural Economics, University of Kentucky, Lexington, KY
Ernest F. Bazen
Affiliation:
Department of Agricultural Economics, University of Tennessee, Knoxville, TN
Michael E. Wetzstein
Affiliation:
Department of Agricultural and Applied Economics, University of Georgia, Athens, GA
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Abstract

Student evaluation of teaching (SET) is employed as an aid in improving instruction and determining faculty teaching effectiveness. However, economic theory indicates the existence of externalities in SET scores that directly influence their interpretation. As a test of this existence, a multinomial-choice, ordered data estimation procedure is employed to identify course externalities influencing SET. These externalities include student class standing, required courses, class size, days a class meets, class meeting time, classroom location, and classroom design. Results indicate that externalities have a significant impact on teaching evaluations. Thus, failure to internalize these externalities will lead to biases in SET and questionable use of SET as an aid in instruction improvement and determining faculty effectiveness.

Keywords

externalitiesordered probitSETteaching evaluationA20A22I21
Type
Articles
Information
Journal of Agricultural and Applied Economics , Volume 37 , Issue 3 , December 2005 , pp. 635 - 645
Copyright
Copyright © Southern Agricultural Economics Association 2005

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