Evaluation of teaching performance in marketing: A longitudinal analysis of university students
DOI:
https://doi.org/10.35564/jmbe.2026.0014Keywords:
teaching innovation project, moderated mediation analysis, subjective learning, confirmation of expectations, perceived usefulness, university education, marketingAbstract
The main objective of this work is the self-assessment and diagnosis of the performance of the Teaching Innovation Project “i-MKT. How innovation awakens motivation” by the teaching team. To this end, we have examined the confirmation of students’ expectations in relation to the activities developed within the framework of the project, based on the perceived usefulness, and indirectly through subjective learning. The analyses are based on the students’ perception of three Marketing and Market Research subjects over four years of project implementation. A moderated mediation regression model has been estimated using PROCESS, in which the subjects and the year of edition act as moderating variables. The results demonstrate a growing cohesion between subjects and a key mediating role of subjective learning in the confirmation of expectations.
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