Peer Assessments of research Advisors and effects on investments in teaching

Abstract

In recent years, research on faculty performance measures has increased. Although peer reviews are an integral part of faculty’s work and require time investment, they are typically not considered in measuring faculty performance. The aim of this research was to investigate associations between evaluations of peers’ performance as research advisors, and teaching perceptions.  We employed Exploratory Factor Analysis, followed by Structural Equation Modeling, to test our model’s goodness-of-fit. Results show that the stronger the satisfaction from assessing peers’ performance as advisors, the greater the perceived significance of teaching. Excellence in teaching also effects teaching perceptions. Furthermore, female faculty members gained more satisfaction from assessing peers than did males. It has been argued that there is no association between teaching and assessing peers’ performance as research advisors. The findings of this study address the literature gap regarding the link between teaching quality and research, by employing the Projection theory.