MARKETING STUDENTS' PERCEPTIONS OF TEACHING EVALUATIONS: AN APPLICATION OF EXPECTANCY THEORY.
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| Title: | MARKETING STUDENTS' PERCEPTIONS OF TEACHING EVALUATIONS: AN APPLICATION OF EXPECTANCY THEORY. |
|---|---|
| Authors: | Yining Chen1 cheny@ohio.edu, Gupta, Ashok2 gupta@ohio.edu, Hoshower, Leon3 hoshower@ohio.edu |
| Source: | Marketing Education Review. Summer2004, Vol. 14 Issue 2, p23-36. 14p. 5 Charts. |
| Subject Terms: | *Student evaluation of teachers, *Marketing education, *Teaching, *Education |
| Abstract: | This study employs expectancy theory to evaluate some key factors that motivate students to participate in the teaching evaluation process. The results show that students generally consider the improvement of teaching to be the most important outcome of teaching evaluations, followed by the improvement of course content and format. Influencing a professor's tenure, promotion, and salary raise ranked third, while the least important use was making the results of evaluations available for students' decisions on course and instructor selection. Students' motivation to participate in teaching evaluations is also impacted significantly by their expectation that they will be able to provide meaningful feedback. [ABSTRACT FROM AUTHOR] |
| Copyright of Marketing Education Review is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 14731030 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: MARKETING STUDENTS' PERCEPTIONS OF TEACHING EVALUATIONS: AN APPLICATION OF EXPECTANCY THEORY. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Yining+Chen%22">Yining Chen</searchLink><relatesTo>1</relatesTo><i> cheny@ohio.edu</i><br /><searchLink fieldCode="AR" term="%22Gupta%2C+Ashok%22">Gupta, Ashok</searchLink><relatesTo>2</relatesTo><i> gupta@ohio.edu</i><br /><searchLink fieldCode="AR" term="%22Hoshower%2C+Leon%22">Hoshower, Leon</searchLink><relatesTo>3</relatesTo><i> hoshower@ohio.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Marketing+Education+Review%22">Marketing Education Review</searchLink>. Summer2004, Vol. 14 Issue 2, p23-36. 14p. 5 Charts. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Student+evaluation+of+teachers%22">Student evaluation of teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Marketing+education%22">Marketing education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching%22">Teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Education%22">Education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study employs expectancy theory to evaluate some key factors that motivate students to participate in the teaching evaluation process. The results show that students generally consider the improvement of teaching to be the most important outcome of teaching evaluations, followed by the improvement of course content and format. Influencing a professor's tenure, promotion, and salary raise ranked third, while the least important use was making the results of evaluations available for students' decisions on course and instructor selection. Students' motivation to participate in teaching evaluations is also impacted significantly by their expectation that they will be able to provide meaningful feedback. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Marketing Education Review is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=14731030 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/10528008.2004.11488864 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 23 Subjects: – SubjectFull: Student evaluation of teachers Type: general – SubjectFull: Marketing education Type: general – SubjectFull: Teaching Type: general – SubjectFull: Education Type: general Titles: – TitleFull: MARKETING STUDENTS' PERCEPTIONS OF TEACHING EVALUATIONS: AN APPLICATION OF EXPECTANCY THEORY. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Yining Chen – PersonEntity: Name: NameFull: Gupta, Ashok – PersonEntity: Name: NameFull: Hoshower, Leon IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Summer2004 Type: published Y: 2004 Identifiers: – Type: issn-print Value: 10528008 Numbering: – Type: volume Value: 14 – Type: issue Value: 2 Titles: – TitleFull: Marketing Education Review Type: main |
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