Examinando por Autor "Cid Cid, Ana I"

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An Exploratory Analysis of Major Dropdowns in Student Evaluation of Teaching Ratings in Higher Education
(2023-02-12) Leguey Galán, Santiago; Cid Cid, Ana I; Guede Cid, Rocío; Prieto Bermejo, Jaime
We present an exploratory study of Student Evaluation of Teaching (SET) surveys that focused on analyzing the major dropdowns that sometimes occur in SET scores of those university teachers who teach the same subject for at least two consecutive years. Specifically, the purpose of this study was to identify those SET survey items associated with major dropdowns in teacher evaluations. The sample comprised SET surveys ratings from one Spanish University over five years, for a total of 2,284 different teacher-subject pairs under analysis. The 5% percentile of the differences between the teacher and subject SET ratings in two consecutive years was used as the cut-off point to identify major dropdowns. Frequency tables were used for analysis. The results highlighted SET survey items related to teaching methodology as those most associated with major dropdowns in teachers’ ratings. In particular, the item concerning teachers’ compliance with class schedules showed the highest frequency of occurrence. Beyond the specific scores obtained or the specific items in which major dropdowns may take place, in this study we discuss the importance of incorporating major dropdowns analysis to SET surveys reports in the future.
Innovation Efficiency in the Spanish Service Sectors, and Open Innovation
(2021-03) Leguey Galán, Santiago; Cid Cid, Ana I; Rodas Alfaya, Leticia; Guede Cid, Rocío
This paper analyzes the relationship between efficiency and innovation activity in Spanish industrial and service sectors by introducing a new methodology framework. A new model combining principal component analysis (PCA) and data envelopment analysis (DEA) is applied in order to obtain an efficiency score. To achieve a more comprehensive evaluation, a large dataset is included, but a large number of variables compared with the number of decision-making units (DMUs) may diminish the discriminatory power of DEA. To avoid this effect, we first apply PCA to separately obtain the input and output main factors. We then apply DEA to the new variables. The PCA–DEA model allows us to identify 5 efficient sectors out of 42. If only DEA were applied, 16 sectors would turn out to be efficient. This shows that the model improves the discriminatory capability of DEA. Methodologically, this work contributes to the literature by proposing an efficiency measurement using a large number of inputs and outputs that could be applied in different fields. Likewise, this analysis allows for the evaluation and interpretation of innovation activity in the different sectors, which can be taken into account in the management and allocation of resources by institutions.
Major increases in teachers’ performance evaluations: Evidence from student evaluation of teaching surveys
(2023-05) Leguey Galán, Santiago; Prieto Bermejo, Jaime; Guede Cid, Rocío; Cid Cid, Ana I
Purpose: This exploratory study examined major increases in teachers’ performance evaluations and their immediate impact on next year’s score for those instructors that taught the same subject for at least two years in a row. The purpose was twofold. Firstly, to identify those Student Evaluation of Teaching (SET) survey items associated with major increases in teacher evaluations. Secondly, to examine if there is evidence of the use of these SET results by instructors to improve their teaching. Design: The sample comprised SET survey ratings from one university over a five consecutive year period, for a total sample of 13,052 teacher evaluations and 3,893 teachers-subject observations under analysis. Frequency tables and Student’s t-test were used for analysis. Findings: The results highlighted the three SET survey items captured by the dimension of teaching methodology as those most closely related to major increases in teacher evaluations. Regarding the second objective, the results show no generalised response from teachers who experience major increases in SET ratings. T