Analýza spokojenosti a úspěšnosti studentů podle publikační aktivity pedagogů na VŠE

The thesis based on data from the Prague University of Economics and Business shows that there is no direct connection between the publication activity of teachers and their results in student evaluations or student grades. This is because the examined data did not support the assumption that higher research performance is associated with higher teaching quality. The aim of this thesis was to answer the question of whether a more actively publishing teacher is also a better teacher, and whether there are differences in the perception of this relationship across individual faculties and study levels at the Prague University of Economics and Business. To carry out the analysis, the author created his own composite indicator, characterizing the intensity and quality of the teacher's research activity. To test the established hypothesis, he used non-parametric tests as well as multivariate methods, from which he concluded that the publication activity had no effect on the evaluation of the teacher in student evaluations or on the grade. In this work, he also reached partial conclusions, revealing the different distribution of the publishing activity of teachers across the faculties of the Prague University of Economics and Business, showing that master's students have better grades, give better ratings to teachers in student evaluations, and have more active publishing pedagogues than students of bachelor's programs.