The Effect of Faculty Research on Student Learning in College

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Abstract

Whether faculty research affects college student learning has long been the subject of debate. Previous studies use subjective measures of student learning; focus on correlation rather than causation; and typically focus on one college, thus lacking generalizability. Using unique, large-scale survey and assessment data that we collected from nationally representative samples of STEM undergraduates in China, India, and Russia, as well as a causal identification strategy that accounts for differential sorting of students to faculty, we present generalizable estimates of the effect of faculty research on objective, standardized measures of student learning. Results show that faculty research has a negative effect on student learning, suggesting direct trade-offs between the university’s dual mission of producing research and learning.

Citation

Loyalka, P., Shi, Z., Li, G., Kardanova, E., Chirikov, I., Yu, N., Hu, S., Wang, H., Ma, L., Guo, F., Liu, O. L., Bhuradia, A., Khanna, S., Li, Y., & Murray, A. (2022). The effect of faculty research on student learning in college. Educational Researcher, 51(4), 265-273.

@article{
  loyalka2022effect,
  author = {Loyalka, Prashant and Shi, Zhaolei and Li, Guirong and Kardanova, Elena and Chirikov, Igor and Yu, Ningning and Hu, Shangfeng and Wang, Huan and Ma, Liping and Guo, Fei and Liu, Ou Lydia and Bhuradia, Ashutosh and Khanna, Saurabh and Li, Yanyan and Murray, Adam},
  title = {The Effect of Faculty Research on Student Learning in College},
  journal = {Educational Researcher},
  volume = {51},
  number = {4},
  pages = {265-273},
  year = {2022},
  doi = {10.3102/0013189X221090229}
}