The manufacture of knowledge. An essay on the constructivist and contextual nature of science

Abstract

We investigate the relationship between research quality and teaching quality, by comparing students that follow the same course, taught by different teachers. We use publication records of teachers as a measure for research quality. Teaching quality is measured by both student evaluations of the teachers and by final student grades. We find that being taught by teachers with high quality publications leads to higher grades only for master students. This is not fully reflected in the student evaluations of teachers. Master students do not give higher scores to teachers with high quality of publications, bachelor students give lower scores.