scholarly journals To teach or not to teach? Junior academics and the teaching-research relationship

2021 ◽  
pp. 1-19
Author(s):  
Javier Cenamor
Keyword(s):  
Research Relationship ◽  
Teaching Research

Connected or Conflicted? Doctoral Students’ Evolving Perceptions of the Teaching-Research Relationship

2014 ◽  
Vol 35 (3) ◽  
pp. 402-425
Author(s):  
Michelle A. Maher ◽  
Joanna Gilmore ◽  
David Feldon ◽  
Telesia E. Davis
Keyword(s):  
Doctoral Students ◽  
Research Relationship ◽  
Teaching Research

The Humboldtian ideal meets employability? University teachers and the teaching–research relationship in marketized higher education

2020 ◽  
Vol 34 (5) ◽  
pp. 303-311
Author(s):  
Nikos Macheridis ◽  
Alexander Paulsson ◽  
Håkan Pihl
Keyword(s):  
Higher Education ◽  
Vocational Training ◽  
Critical Research ◽  
University Teachers ◽  
Research Relationship ◽  
Research And Teaching ◽  
Conflicting Objectives ◽  
Teaching Research ◽  
The Rich ◽  
The Relationship

This study examines how university teachers in two Swedish higher education institutions grapple with the challenge of connecting research and teaching. With the increasing pressure in higher education to improve graduate employability, teaching is expected to include skills-oriented, vocational training which may (or may not) conflict with the more traditional Humboldtian ideal, in which teaching is built on research. Drawing on the rich bodies of literatures on employability and the teaching–research relationship, the authors find that university teachers practice the relationship in four ways: by using scientific articles in the curriculum; by teaching students a critical research attitude; by lecturing about their own research results; and by relying on the formal skills of fellow teachers. These practices of establishing a close connection between teaching and research are, this study suggests, met with resistance from colleagues, who are perceived to favor vocational training and emphasize employability; from students, who are also perceived to worry about employability; and finally from other policies that target partially conflicting objectives, including those for employability.

scholarly journals Investigar, leer y escribir en la Universidad: El docente investigador mediador y aprendices investigadores autónomos / Investigate, Read and Write at the University: The researcher mediator teacher and autonomous research learners. Investigation project

2019 ◽  
Vol 7 (2) ◽  
pp. 51-63
Author(s):  
Sandra Eridia Nieto Useche
Keyword(s):  
Self Regulation ◽  
Formative Research ◽  
University Research ◽  
Research Projects ◽  
Student Research ◽  
Teaching And Research ◽  
Research Relationship ◽  
Teaching Research ◽  
Teacher Researcher ◽  
The University

ABSTRACTThis article is a creation in which converge experiences, inquiries, discussions raised in the background and the development of the project "Investigate, read and write at the university: the teacher researcher mediator and autonomous research learners", which identifies the problem around the orientation of formative research in undergraduate, in the teaching-research relationship; thus, it formulates the guiding question: How to guide the process of formative research in the formulation of research projects? This proposal includes experiences in teaching and research, in reading, writing, mediation and self-regulation processes. In addition, it recognizes the need to articulate student research and projects proposed as graduate work to the university research system.RESUMENEl artículo es una creación en la que convergen las experiencias, indagaciones, discusiones suscitadas en los antecedentes y el desarrollo del Proyecto “Investigar, leer y escribir en la universidad:el docente investigador mediador y aprendices investigadores autónomos”, que identifica la problemática sobre la orientación de investigación formativa en pregrado, en la relación docencia-investigación; así, formula la pregunta directriz ¿Cómo orientar el proceso de investigación formativa en la formulación de proyectos de investigación? La propuesta recoge la experiencia docente e investigativa en lectura, escritura, procesos de mediación y autorregulación. Además, reconoce la necesidad de articular los proyectos de investigación estudiantiles, planteados comotrabajos de grado, al sistema de investigación universitario.

scholarly journals Between Teaching and Research: Challenges of the Academic Profession in Croatia

2017 ◽  
Vol 6 (1) ◽  
pp. 95-111
Author(s):  
Marko Turk ◽  
Jasminka Ledić
Keyword(s):  
Scientific Work ◽  
Structured Interview ◽  
Qualitative Approach ◽  
The European Union ◽  
Teaching And Research ◽  
Higher Education System ◽  
Research Areas ◽  
Research Relationship ◽  
Teaching Research ◽  
Mutual Independence

Discussions about synergy or independence of teaching and research are present in many studies (Bilić, 2009; Brew & Boud, 1995; Enders & Teichler, 1997; Griffiths, 2004; Jakovljević, 2010; Jenkins, 2000; Ramsden & Moses, 1992). Humboldt’s model introduced synergy between teaching and research, thus highlighting the importance of originality in scientific work and of the dissemination of the knowledge stemming from it. The synergy between teaching and research is also referenced in the education policy of the European Union, with the Berlin Communique (2003) introducing a request for the promotion of better synergy between European educational and research areas. However, studies reveal a different understandingof the teaching-research relationship between those who advocate their synergy (Brew & Boud, 1995; Jenkins, 2000; Neumann, 1993) and those who advocate their mutual independence (Hattie & Marsh, 1996; Ramsden & Moses, 1992). Examining different perspectives of the teaching-research relationship, the research presented in this paper focused on understanding how academics see their dominant roles. Its objective was to examine how academics perceive their roles as teachers and researchers. A qualitative approach was used, with data being collected using a standardised semi-structured interview. A total of 60 interviewees participated in the research, all academics from Croatia. The results revealed that the research participants see themselves most frequently as teachers, then as teachers and researchers, and least frequently as predominantly researchers. Their identification is mainly determined by external factors, most frequently negatively connoted, which presents a challenge within the context of job satisfaction. Such results also point to legal, material, personnel and administrative difficulties in the Croatian higher education system.

Thriving in Academia: Understanding and Managing the Complexities of Faculty Work

2012 ◽  
Vol 15 (2) ◽  
pp. 77-84 ◽  
Author(s):  
Ketevan Mamiseishvili
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Community Engagement ◽  
Everyday Life ◽  
Work Setting ◽  
Higher Education Research ◽  
Faculty Work ◽  
College And University ◽  
Teaching Research ◽  
University Settings

In this paper, I will illustrate the changing nature and complexity of faculty employment in college and university settings. I will use existing higher education research to describe changes in faculty demographics, the escalating demands placed on faculty in the work setting, and challenges that confront professors seeking tenure or administrative advancement. Boyer’s (1990) framework for bringing traditionally marginalized and neglected functions of teaching, service, and community engagement into scholarship is examined as a model for balancing not only teaching, research, and service, but also work with everyday life.

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