The present multiyear study sheds light on the effects of faculty status on student evaluations of teaching (SETs). By comparing actual SETs of full- versus part-time marketing faculty, this study fills a void in the marketing education literature. Collecting first-hand institutionally administered SETs (N = 6,123) over a seven-year period, the extended data collection phase includes 21 semesters and 240 undergraduate courses. Study findings reveal that students perceive full-time faculty as more knowledgeable, enthusiastic, and better prepared for class than part-time faculty. Full-timers are also better able to communicate the subject matter and develop assignments focused on student learning than part-timers. In contrast, students perceive part-time faculty as better able to relate the course material to the real world, develop exam questions that reflect lectures and assignments, and return graded material more quickly than full-time faculty. Compared with part-time faculty, students perceive full-time faculty as being more rigorous and tougher in terms of grading. Given the differences regarding instructor knowledge, pedagogical skill, rigor, and grading, the discussion of the findings rests on how faculty status affects the overall quality of higher education.

本项为期多年的研究揭示了教职状态对学生对教学的评价（SET）的影响。通过比较实际的全职的SET对兼职教师的营销，这项研究填补了市场营销教育文献的空白。收集第一手机构管理的SET（N= 6,123）的七年期间，扩展的数据收集阶段包括21个学期和240个本科课程。研究结果表明，与兼职教师相比，全职教师对知识的掌握程度更高，热情更高，并且为上课做好了更好的准备。与兼职人员相比，全职人员还能够更好地交流主题并开展针对学生学习的作业。相反，与全职教师相比，学生认为兼职教师能够更好地将课程资料与现实世界联系起来，开发出反映演讲和作业的考试问题，并且可以更快地返回评分资料。与兼职教师相比，学生认为全职教师在评分方面更严格，更严格。鉴于讲师知识，教学技巧，严谨性，