Measuring gender bias in student satisfaction in higher education: a cross-department study

Student satisfaction surveys are widely accepted for measuring the quality of students’ overall experience with the received teaching and informing the design of improvements in higher education. However, several studies have shown that these surveys have biases that may lead to discrimination or un...

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Detalles Bibliográficos
Autores: Marques, Francielle, Hernández-Leo, Davinia, Castillo, Carlos
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2024
País:España
Institución:Universitat Pompeu Fabra
Repositorio:Repositorio Digital de la UPF
OAI Identifier:oai:repositori.upf.edu:10230/60829
Acceso en línea:http://hdl.handle.net/10230/60829
http://dx.doi.org/10.1080/2331186X.2024.2375183
Access Level:acceso abierto
Palabra clave:Surveys
Fairness
Gender bias
Academic analytics
Institutional analytics
Teaching quality
Higher education
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spelling Measuring gender bias in student satisfaction in higher education: a cross-department studyMarques, FrancielleHernández-Leo, DaviniaCastillo, CarlosSurveysFairnessGender biasAcademic analyticsInstitutional analyticsTeaching qualityHigher educationStudent satisfaction surveys are widely accepted for measuring the quality of students’ overall experience with the received teaching and informing the design of improvements in higher education. However, several studies have shown that these surveys have biases that may lead to discrimination or unfair decisions against female academics. Yet it is unclear how these undesirable factors are evolving with time or to what extent they are present in different contexts. In this study, we investigate survey results from a large University in Spain for two academic years, 2021–2022 and 2022–2023. Our analysis examines these gender biases by evaluating the influencing factors from the perspective of professors and students at the level of the entire university and individual centers. The results obtained using this approach provide multifaceted evidence of gender bias disadvantaging women, especially in some academic disciplines, and that is particularly noticeable in the extremes of student satisfaction distributions.This work is co-funded by MICIU/AEI/10.13039/501100011033 (PID2020-112584RB-C33, CEX2021-001195-M) and the Department of Research and Universities of the Government of Catalonia (SGR 00930). Hernández-Leo (Serra Húnter) also acknowledges the support by ICREA under the ICREA Academia programme. Castillo also acknowledges support from the EU-funded projects “SoBigData++” (grant agreement 871042), “FINDHR” (grant agreement 101070212).Taylor & Francis202420242024info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttp://hdl.handle.net/10230/60829http://dx.doi.org/10.1080/2331186X.2024.2375183reponame:Repositorio Digital de la UPFinstname:Universitat Pompeu FabraInglésCogent education. 2024;11(1):2375183.info:eu-repo/grantAgreement/EC/H2020/871042© 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.http://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:repositori.upf.edu:10230/608292026-06-12T07:21:37Z
dc.title.none.fl_str_mv Measuring gender bias in student satisfaction in higher education: a cross-department study
title Measuring gender bias in student satisfaction in higher education: a cross-department study
spellingShingle Measuring gender bias in student satisfaction in higher education: a cross-department study
Marques, Francielle
Surveys
Fairness
Gender bias
Academic analytics
Institutional analytics
Teaching quality
Higher education
title_short Measuring gender bias in student satisfaction in higher education: a cross-department study
title_full Measuring gender bias in student satisfaction in higher education: a cross-department study
title_fullStr Measuring gender bias in student satisfaction in higher education: a cross-department study
title_full_unstemmed Measuring gender bias in student satisfaction in higher education: a cross-department study
title_sort Measuring gender bias in student satisfaction in higher education: a cross-department study
dc.creator.none.fl_str_mv Marques, Francielle
Hernández-Leo, Davinia
Castillo, Carlos
author Marques, Francielle
author_facet Marques, Francielle
Hernández-Leo, Davinia
Castillo, Carlos
author_role author
author2 Hernández-Leo, Davinia
Castillo, Carlos
author2_role author
author
dc.subject.none.fl_str_mv Surveys
Fairness
Gender bias
Academic analytics
Institutional analytics
Teaching quality
Higher education
topic Surveys
Fairness
Gender bias
Academic analytics
Institutional analytics
Teaching quality
Higher education
description Student satisfaction surveys are widely accepted for measuring the quality of students’ overall experience with the received teaching and informing the design of improvements in higher education. However, several studies have shown that these surveys have biases that may lead to discrimination or unfair decisions against female academics. Yet it is unclear how these undesirable factors are evolving with time or to what extent they are present in different contexts. In this study, we investigate survey results from a large University in Spain for two academic years, 2021–2022 and 2022–2023. Our analysis examines these gender biases by evaluating the influencing factors from the perspective of professors and students at the level of the entire university and individual centers. The results obtained using this approach provide multifaceted evidence of gender bias disadvantaging women, especially in some academic disciplines, and that is particularly noticeable in the extremes of student satisfaction distributions.
publishDate 2024
dc.date.none.fl_str_mv 2024
2024
2024
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10230/60829
http://dx.doi.org/10.1080/2331186X.2024.2375183
url http://hdl.handle.net/10230/60829
http://dx.doi.org/10.1080/2331186X.2024.2375183
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Cogent education. 2024;11(1):2375183.
info:eu-repo/grantAgreement/EC/H2020/871042
dc.rights.none.fl_str_mv http://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Taylor & Francis
publisher.none.fl_str_mv Taylor & Francis
dc.source.none.fl_str_mv reponame:Repositorio Digital de la UPF
instname:Universitat Pompeu Fabra
instname_str Universitat Pompeu Fabra
reponame_str Repositorio Digital de la UPF
collection Repositorio Digital de la UPF
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