Carnegie classification, gender, and time allocation: insights from a sixth national quinquennial survey of academic economists
Date
2023
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University of Delaware
Abstract
This dissertation analyzes data from the sixth national quinquennial survey on teaching and assessment methods in undergraduate economics. Findings are presented in three essay chapters. The first study explores the ways schools of differing Carnegie Classifications teach and assess economics. Findings support previous research, both in economics and the academy more broadly, that reveals that although Carnegie Classification itself may not have much explanatory power for differences in teaching and assessment methods, meaningful differences do exist. Findings also show that instructional and assessment methods previously identified in the literature as catalysts for student learning and engagement are less likely to be used at Doctoral institutions. ☐ The second study analyzes the impact of professor gender on choices of instruction and assessment methods. Findings support previous research on demographic characteristics more generally while also suggesting that professor gender is the strongest predictor of methodological variety. More specifically, results show that female faculty are more likely than their male colleagues to employ strategies involving verbal skills, writing, interaction, and cooperation. ☐ The third study examines the determinants of the actual and preferred time allocations by academic economists. Findings differ from previous time allocation work, showing that female faculty no longer exhibit a clear and statistically significant preference for teaching, though they do still exhibit a preference away from research. Analysis reveals that rank is a far better predictor of actual and preferred time allocation to teaching and research. Results also suggest that promotion and tenure incentives do not have much impact on either actual or preferred time allocation.
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Keywords
Time allocations, Verbal skills, Female faculty, Doctoral institutions, Academic economists