(How) Do research and administrative duties affect university professors’ teaching?

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We analyze the interaction between university professors’ teaching quality and their research and administrative activities. Our sample is a high-quality individual panel data set from a medium size public Spanish university. Although, researchers teach roughly 20% more than non-researchers, their teaching quality is also 20% higher. Over much of the relevant range, we find a nonlinear and positive effect of research output and teaching quantity on teaching quality. Instructors with no research are 5 times more likely than the rest to be among the worst teachers and up to two-thirds of the professors could improve their teaching by increasing research.
We would like to express our sincere thanks to the Universitat Jaume I for granting us access to the data. Without their careful and systematic collection of information on faculty duties and performance, this study would not have been possible. The authors want to thank Michael McAleer for his detailed comments and proofreading. Thanks are also due to Covadonga Gijón and Iñaki Iriondo for helpful suggestions.
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