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The effect of casual teaching on student satisfaction: evidence from the UK

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  • Rhys J. Williams
Abstract
A large and increasing proportion of teaching in UK universities is being fulfilled by staff on casual, rather than permanent, contracts. This paper examines how the proportion of teaching by casual staff affected student satisfaction in 2014–15. We find that an increased proportion of casual teaching leads to lower student satisfaction, even when controlling for respondent's subject, university and faculty. This suggests a trade-off between increasing casualisation and student satisfaction, which could have implications for future student demand. These results can be generalised to the rest of the economy and highlight potential perverse effects arising from casual contracts.

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  • Rhys J. Williams, 2022. "The effect of casual teaching on student satisfaction: evidence from the UK," Education Economics, Taylor & Francis Journals, vol. 30(1), pages 91-111, January.
    • Handle: RePEc:taf:edecon:v:30:y:2022:i:1:p:91-111
    DOI: 10.1080/09645292.2021.1958168
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    References listed on IDEAS

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    1. Gibbons, Stephen & Neumayer, Eric & Perkins, Richard, 2015. "Student satisfaction, league tables and university applications: Evidence from Britain," Economics of Education Review, Elsevier, vol. 48(C), pages 148-164.
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    4. Arnaud Chevalier & Xiaoxuan Jia, 2016. "Subject-Specific League Tables and Students' Application Decisions," Manchester School, University of Manchester, vol. 84(5), pages 600-620, September.
    5. Anne Junor, 2004. "Casual University Work: Choice, Risk, Inequity and the Case for Regulation," The Economic and Labour Relations Review, , vol. 14(2), pages 276-304, January.
    6. Soo, Kwok Tong & Elliott, Caroline, 2010. "Does price matter? Overseas students in UK higher education," Economics of Education Review, Elsevier, vol. 29(4), pages 553-565, August.
    7. Horstschräer, Julia, 2012. "University rankings in action? The importance of rankings and an excellence competition for university choice of high-ability students," Economics of Education Review, Elsevier, vol. 31(6), pages 1162-1176.
    8. Stijn Broecke, 2015. "University rankings: do they matter in the UK?," Education Economics, Taylor & Francis Journals, vol. 23(2), pages 137-161, April.
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    10. Vik Loveday, 2018. "The neurotic academic: anxiety, casualisation, and governance in the neoliberalising university," Journal of Cultural Economy, Taylor & Francis Journals, vol. 11(2), pages 154-166, March.
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    Cited by:

    1. Anita Kéri & Erzsébet Hetesi, 2022. "Is it only the university they are satisfied with? – Foreign student satisfaction and its effect on loyalty," International Review on Public and Nonprofit Marketing, Springer;International Association of Public and Non-Profit Marketing, vol. 19(3), pages 601-622, September.

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    More about this item

    JEL classification:

    • C21 - Mathematical and Quantitative Methods - - Single Equation Models; Single Variables - - - Cross-Sectional Models; Spatial Models; Treatment Effect Models
    • I20 - Health, Education, and Welfare - - Education - - - General
    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions
    • J41 - Labor and Demographic Economics - - Particular Labor Markets - - - Labor Contracts

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