Formation Continue du Supérieur

Par Anne Boring. Gender Biases in Student Evaluations of Teachers and their Impact on Teacher Incentives
Abstract
This paper uses a unique database from a French university to analyze gender biases in student evaluations of teachers (SETs). The results of generalized ordered logit regressions and xed-eects models suggest that male teachers tend to receive higher SET scores because of students' gender biases. Male students in particular express a strong bias in their favor: male students are approximately 30% more likely to give an excellent overall satisfaction score to male teachers compared to female teachers. The dierent teaching dimensions that students value in men and women tend to correspond to gender stereotypes. The teaching dimensions for which students perceive a comparative advantage for women (such as course preparation and organization) tend to be more time-consuming for the teacher, compared to the teaching dimensions that students value more in men (such as class leadership skills). Men are perceived as being more knowledgeable (male gender stereotype) and obtain higher SET scores than women, but students appear to learn as much from women as from men, suggesting that female teachers are as knowledgeable as men. Finally, I nd that if women increased students' continuous assessment grades by 7.5% compared to the grades given by their male colleagues, they could obtain similar overall satisfaction scores as men. Yet, women do not act on this incentive (men and women give similar continuous assessment grades), suggesting that female teachers are unaware of students' gender biases. These biases have strong negative consequences for female academics, who may spend more time on teaching to try to obtain high SET scores, reducing time available for research. The results suggest that better teaching is not necessarily measured by SETs.

The Office of the Chief Scientist is currently conducting research to understand how science, technology, engineering and mathematics are used by Australian businesses.
The research aims to understand what skills are required by Australian businesses and whether or not these skills are readily available in the marketplace.
You can complete the online survey here.“Many other countries have already determined whether they have the right level of STEM skills for business needs,” Australia’s Chief Scientist, Professor Ian Chubb said.
“One UK study found for example that British Industry will need 100,000 new graduates in STEM subjects every year until 2020 just to maintain current employment numbers,” he said.
“There is a real need for Australia to identify what skills our businesses need to be productive, innovative and competitive.”
Deloitte Access Economics (DAE) has been engaged to undertake the research and are currently running an online survey. They are also conducting focus groups and more in depth interviews with business representatives.
For a list of FAQs on the survey, click here.If you have further questions, please email STEMresearch@deloitte.com.au. More...

The number of tertiary educated young people (25-34 years old) in OECD and G20 countries has grown by nearly 45% in the past decade and is expected to keep growing until 2030.
If current trends continue, the contribution of OECD countries to the global talent pool will keep shrinking through 2030.
China and India are expected to supply more than 60% of the G20 workforce with a qualification in science, technology, engineering and mathematics by 2030.
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Parmi les 44,1 millions de travailleurs à temps partiel que comptait l'Union européenne (UE) en 2014, 9,8 millions étaient en situation de sous-emploi, ce qui signifie qu'ils souhaitaient accroître leur temps de travail et étaient disponibles pour travailler davantage. Ceci représente 22,2% de l'ensemble des travailleurs à temps partiel et 4,5% de l'emploi total dans l'UE en 2014. La grande majorité des travailleurs à temps partiel en situation de sous-emploi dans l'UE étaient des femmes (67%).
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Indicateurs Europe 2020 relatifs à l’emploi Le taux d’emploi des 20-64 ans dans l’UE en hausse à 69,2% en 2014 Ceux des femmes et des 55-64 ans au plus haut
Pour la première fois depuis le début de la crise financière, le taux d’emploi de la population âgée de 20 à 64 ans dans l’Union européenne (UE) a augmenté en 2014 pour atteindre 69,2%, mais n’a pas encore renoué avec son pic de 2008 (70,3%). Une évolution analogue peut être observée pour les hommes: leur taux d’emploi s’est élevé à 75,0% en 2014, en hausse par rapport à 2013, mais toujours inférieur à son niveau de 2008. En revanche, le taux d’emploi des femmes a augmenté constamment depuis 2010 pour culminer à 63,5% en 2014, soit un niveau supérieur à son précédent pic de 62,8% enregistré en 2008. L’objectif de la stratégie Europe 2020 est d’atteindre un taux d’emploi total des 20-64 ans d’au moins 75% dans l’UE d’ici à 2020. Cet objectif a été traduit en objectifs nationaux pour refléter la situation et les possibilités de chaque État membre de contribuer à l’objectif commun.
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