Modeling the constructs contributing to the effectiveness of marketing lecturers
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Student evaluation of teaching has been examined in higher education research for over 70 years but there are gaps in our knowledge about the contribution, and relationships between, the relevant constructs. Recent literature encourages researchers to test multivariate models of Teaching Effectiveness. Seven main constructs known to influence Teaching Effectiveness have been variously selected for inclusion in previous literature; however, previous multivariate studies have examined only a subset of these constructs, with the majority considering four or fewer constructs. The comprehensive model of Teaching Effectiveness developed in this study examines the main and mediated influence of all seven constructs on Teaching Effectiveness. Data have been collected from undergraduate marketing students. Three constructs (Clear Communication, Delivery Dynamism, and Assessment Fairness) contribute directly to Teaching Effectiveness. Real-World Knowledge, Rapport, Subject Organization, and Subject Difficulty contribute indirectly to Teaching Effectiveness. Consistent with previous research, these findings highlight the importance of personal attributes (communication, delivery, real-world knowledge, and rapport) on Teaching Effectiveness.
Journal of Marketing Education
Marketing not elsewhere classified