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Carmen-Pilar Martí-Ballester ▪ 24 Universidad de Medellín RESUMEN RESUMO 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. Palabras clave: desempeño académico, profesor, alumno, estimador de desviación absoluta mínima censurada. 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. Palavras chave: desempenho acadêmico, estudante universitário, instrutor, modelo 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 española 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 More experienced professors, more learning opportunities? Relationships between instructor's traits and students' academic performance in ... Ciencias Sociales y Educación, Vol. 6, No 12 pp. 23-44 • ISSN 2256-5000 • Julio-Diciembre de 2017 • 308 p. Medellín, Colombia 25 ▪ Introduction International literature has documented the significance of individual students’ characteristics and institutional characteristics in explaining students’ academic performance in Higher Education (Cantwell et al., 2001; Marcenaro & Navarro, 2007; Martí, 2012; McKenzie & Schweitzer, 2001; Sheard, 2009). Even though the influence of prior academic achievement, receiving grants, effort made by the student, and student’s maturity level on students’ academic performance has been studied in previous work, few attempts have been made to examine the effect of professors’ characteristics on students’ academic success. In this sense, one of the factors that may explain students’ academic performance is the quality of teaching provided by the instructor. Thus, several authors (Marsh & Hattie, 2002; Stack, 2003; Gibbs & Coffey, 2004; Arnold, 2008; García-Gallego et al., 2012) have used teaching evaluations as a good indicator of teaching quality. However, student’s evaluations of teaching, apart from being influenced by teacher performance, are affected by other factors such as (1) the size of the class (Bedard & Kuhn, 2008); (2) the expected grade in the course (Ewing, 2012); (3) class grades (Beleche et al., 2012); and (4) the teaching method applied (Carrell & West, 2010). This has prompted Angrist and Lavy (2001), Harris and Sass (2011) and Dobbie (2011) to use students’ academic performance to examine teaching quality. According to García-Gallego et al. (2012), this effectiveness could also be influenced by teaching load. Besides, these authors find that the fewer instruction hours, the higher teaching quality, and thus the higher students’ performance. On the contrary, the higher teaching hours by the professor, the lower teaching quality, and thus, lower students’ performance. However, this result could be biased since the authors do not include instructor rank, since some of the instructors in their sample are part-time non-tenure-track professors who may have a significant negative effect on the students’ academic performance, compared to recruitment of full-time faculty members (in tenure-track and non-tenure-track positions) as shown by Jacoby (2006) and Jaeger and Eagan (2011). This could be due to: (1) The different training levels of full-time and parttime professors. According to Benjamin (2003), the percentage of doctorate professors among full-time professors is higher than the percentage of doctorate professors among part-time professors; (2) The shorter amount of time professors are available to interact with students, and implement changes in their teaching methods, according to Benjamin (2002) and Umbach (2007); (3) The lack of motivation of this group of professors, who earn much lower salaries than fulltime professors, according to Jacoby (2005); (4) The inefficiency of the subject coordinators to assign teaching hours to subjects related to the development of Carmen-Pilar Martí-Ballester ▪ 26 Universidad de Medellín skills in a particular occupation, according to Bettinger and Long (2010). The productivity of faculty work differs depending on the ranks of full-time instructors, due to the learning and experience effect; in this sense, higher-rank faculty members should lead to greater productivity than those of lower ranks, as shown by Tien and Blackburn (1996). However, according to the lifecycle theory of faculty work, instructors make more effort during the first years of their academic careers, when promotion and tenure decisions are imminent; this decreases after promotion or when they are near retirement, as suggested by Levin and Stephan (1991), Goodwin and Sauer (1995), Hu and Gill (2000), Kim (2003) and Hardre et al. (2011). Therefore, students attending classes given by faculty members of lower rank could obtain higher grades than those who attend classes given by faculty members of higher rank, given that the former make more effort. As mentioned above, instructors who are expecting to be promoted could make a greater effort to increase their productivity in the areas in which they will be evaluated: teaching, research and service (Fairweather, 2002; Marsh & Hattie, 2002; Fogarty, 2004; Hardre et al., 2011). Considering these there areas, the Spanish State System and Spanish universities give greater weight to institutional accreditation and to the evaluation of research by individual Faculty members (García-Gallego et al, 2012) as it is the case in other countries such as Australia, the United Kingdom, and the United States (Adler & Harzing, 2009; Bazeley, 2003; Watty et al., 2008; Mishra & Smith, 2012; Hemmings & Kay, 2008; Armstrong & Goodyear, 2006; Sykes, 2006; Prince et al., 2007). The most important rewards for instructors (tenure, promotion and professional status) go to faculty members who publish their findings in the most prestigious journals. For this reason, Faculty members seeking to be more productive in research may make less effort in their teaching activities (Barnett, 1992; Chow & Harrison, 1998; Hardre et al., 2011; Hattie & Marsh, 1996; Massy & Wilger, 1995), which may have a negative influence on the academic performance of students. In contrast, some authors such as Braxton (1996), Ramsdem and Moses (1992), Neumann (1992) and Sullivan (1996), from a conventional wisdom theory perspective, state that research productivity and teaching effectiveness are complementary because they involve common values. Furthermore, instructors who are active researchers are more organized, have more interest in learning and a greater ability to motivate students, and teach the latest developments in their discipline, which could have a positive effect on their students’ academic performance. A similar conclusion is reached by García-Gallego et al. (2012) and Witte et al. (2013) who find synergies and economies of scope between More experienced professors, more learning opportunities? Relationships between instructor's traits and students' academic performance in ... Ciencias Sociales y Educación, Vol. 6, No 12 pp. 23-44 • ISSN 2256-5000 • Julio-Diciembre de 2017 • 308 p. Medellín, Colombia 27 ▪ research and teaching activities, taking as a reference the modern theories of the firm developed by Spiller and Zelner (1997), Lindbeck and Snower (2003) and Cherchye et al., (2008). However, these authors do not take into account the levels of the courses that the lecturers are teaching, which could affect their findings according to Noser et al. (1996), who find evidence of a positive but minor effect of research on teaching at undergraduate level, while mixed results appear for the graduate level. The instructor’s gender could influence teaching effectiveness for, as commented by Toutkoushian and Bellas (1999), women spend more time on teaching activities and less time on research than their male workmates, maybe because women: (1) Have greater interest in teaching; (2) Use more labor-intense teaching strategies; (3) Have heavier teaching loads; And/or (4) spend more time on course preparation than men, which could be of benefit to their students. However, these differences could be attributable to the different distribution of

ciencias sociales y educación/ciencias sociales y educación

More experienced professors, more learning opportunities? Relationships between instructor's traits and students' academic performance in financial accounting courses of a Spanish University