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.

The impact of teaching-research conflict on job burnout among university teachers

2019 ◽  
Vol 31 (1) ◽  
pp. 76-90
Author(s):  
Yongzhan Li ◽  
Yongxin Li ◽  
Gloria Castaño
Keyword(s):  
Small Sample ◽  
Job Burnout ◽  
Personal Accomplishment ◽  
Cross Sectional ◽  
Content Type ◽  
University Teachers ◽  
Teaching Research ◽  
Cross Sectional Design ◽  
The Impact ◽  
The Relationship

Purpose To fill the previous research gap, focusing on two constructs, i.e. perceived supervisor support (PSS) and psychological capital (PsyCap), this study aims to explore the mechanism underlying the relationship between teaching–research conflict (TRC) and job burnout among university teachers using the lens of job demands–resources (JD-R) model. Design/methodology/approach First, theoretically grounded hypotheses linking teaching–research conflict, PSS and PsyCap to job burnout were formulated. Then, a cross-sectional design was used to test the theoretical model presented in this study. Findings The results showed that TRC was positively linked to emotional exhaustion (EE) and depersonalization (DP), but negatively linked to personal accomplishment; PSS moderated the effect of TRC on both EE and DP but did not act as a moderator in the relationship between TRC and personal accomplishment; and PsyCap moderated the effect of TRC on all the three dimensions of job burnout. Research limitations/implications Given that the data were collected from single-source, the study was vulnerable to the common method variance. Besides, the relative small sample size limits the representativeness of the sample. Moreover, the cross-sectional design cannot confirm causal relationship between variables. Despite these limitations, the findings of this research can potentially inform effective interventions aimed at reducing the effect of TRC on job burnout among university teachers. Originality/value Based on the JD-R model, PSS and PsyCap are used to explore the effect of TRC on job burnout for the first time.

scholarly journals Exploring the synergistic relationship between research and teaching

2021 ◽  
Author(s):  
Suzanne Fredericks
Keyword(s):  
Classroom Environment ◽  
Academic Setting ◽  
Teaching And Research ◽  
The Past ◽  
Single Entity ◽  
Research Relationship ◽  
Research And Teaching ◽  
Alternative Approach ◽  
The Relationship ◽  
Synergistic Relationship

Even though the relationship between teaching and research has been examined extensively over the past decade, and a number of published articles and seminar based workshops exist (Hattie and Marsh, 1996) ; there continues to be a disconnect in the application and integration of these two concepts in the academic setting. This difficulty may be due to the perception that teaching and research are two separate entities that need to be fitted together (Boyer 1990). An alternative approach to understanding these two concepts is to envision them as one entity consisting of two components that feed off of each other. That is, as academics, our goal is to engage in a single entity identified as scholarly activities. These activities should present themselves as an amalgamation of teaching and research. To have a scholarly presence, an academic must not only be competent in both areas, but must consistently demonstrate the relationship between their teaching and research throughout their tenure. The purpose of this paper is to present an overview of strategies academics can consider as they continue to refine and develop their program of scholarship. A summary of the relationship between teaching and research will be provided, followed by a presentation of various methods that can enhance the teaching and research relationship both within and outside of the classroom environment.

Improving Higher Education Efficiency with Vocational Training Based on Alternation

2017 ◽  
pp. 177-213 ◽  
Author(s):  
Walter Nuninger ◽  
Jean-Marie Châtelet
Keyword(s):  
Higher Education ◽  
Life Course ◽  
Continuous Improvement ◽  
Vocational Training ◽  
Training Requirement ◽  
Multi Level ◽  
Work Integrated Learning ◽  
Perceived Complexity ◽  
Requirement Specifications ◽  
The Relationship

This chapter describes the main levers to develop an efficient vocational training offer in the context of a strategic displayed willingness for continuous improvement and excellence. The challenge, for the parties (learners included) over their life course, is to make clear of: first, the issues of training (repository of skills with challenging situations); second, the training requirement specifications dealing with the pedagogical culture of the trainers, the design of the Formative Work Situation and the responsibilities of actors helped by their inventive use of innovative tools (brown paper mapping) for the guidance; third, the chosen multi-level organization to monitor and ensure compliance thanks to convenient processes for quality. Despite the perceived complexity and difficulty of Work Integrated Learning, the choice of alternation is a key element to target excellence. Indeed, the integrated constraint of training for and through the workplace enhances the relationship between parties, their involvement and active attitude while sharing outcomes, benefits and cost.

scholarly journals Significance of emotional intelligence for the innovative higher school teachers readiness for a person-centered interaction

2020 ◽  
Vol 210 ◽  
pp. 20004
Author(s):  
Asya Berberyan
Keyword(s):  
Higher Education ◽  
Emotional Intelligence ◽  
Self Regulation ◽  
Educational Process ◽  
Self Determination ◽  
School Teachers ◽  
Creative Development ◽  
University Teachers ◽  
The Relationship

The article examines actual problems of the strategy of the educational process in the aspect of humanization of education, which should be based on genuine self-regulation and active self-determination of the student's personality. Inthecontextof the humanistic paradigm of the educational system, an individual approach to students, encouraging the disclosure of personal potential and creative development, the possibility of emotional contact with students are investigated. The purpose of the article is to study the relationship between the innovative readiness of higher education teachers and emotional intelligence. The methodological basis of the research are the works of such researchers in the field of a personality-centered approach to education as K. Rogers, I.V. Abakumova, I.S. Yakimanskaya, V.V. Serikov, E.V. Bondarevskaya, M.A., Andreev V.I. and others, as well as conceptual provisions in the field of emotional intelligence of scientists (J. Meyer, P. Salovey and D. Caruso R. Bar-On and D. Goleman N. Hall). We have chosen as research methods: diagnostics of "emotional intelligence" (N.Hall); questionnaire to identify the level of innovative readiness for personality-centered interaction of university teachers (author's methodology). As a result of the conducted empirical research, the hypothesis put forward by us about the presence of a positive correlation between emotional intelligence and the innovative indicator of the ability for person-centered interaction of higher school teachers was confirmed.

scholarly journals Training management, employability and stakeholders

2015 ◽  
Vol 5 (6) ◽  
Author(s):  
ES-SAADIA AOULA
Keyword(s):  
Higher Education ◽  
Vocational Training ◽  
Professional Training ◽  
Complex Object ◽  
Central Question ◽  
Job Market ◽  
Great Capacity ◽  
Induced Changes ◽  
Relationship Of ◽  
The Relationship

The offers of professional training at the level of Moroccan higher education establishments have increased markedly since 2008. In addition, the intensification of the process of globalization and the known changes in the world of work, have induced changes in the relationship of employment. The latter has become more complex requiring qualified graduates, with a very great capacity for adaptation and flexibility. Employability has become a complex object designating not only reintegration after a period of unemployment but also access to and maintenance of employment. This communication focuses on the winners from vocational training (license or master) in transition to the job market and questions their employability by asking the central question: to what extent the strategic management of training involving salient stakeholders in interaction with the establishment of higher education, can contribute to a better employability of the laureates?

scholarly journals Framed autoethnography as an approach for uncovering pedagogic frailty

2016 ◽  
Vol 6 (1) ◽  
pp. 40 ◽  
Author(s):  
Ian M. Kinchin ◽  
Lyndon B. Cabot
Keyword(s):  
Concept Mapping ◽  
Teaching And Learning ◽  
Teaching Quality ◽  
Quality Enhancement ◽  
University Teachers ◽  
Instructional Discourse ◽  
Emotional Aspects ◽  
The Rich ◽  
The Individual ◽  
The Relationship

AbstractPedagogic frailty has been proposed as a concept that can be helpful in bringing a number of key ideas into simultaneous focus, with the aim of helping to integrate elements of teaching quality enhancement within a university (Kinchin, 2015; 2016). These elements include the relationship between personal values and the instructional discourse; the relationship between the discipline and its pedagogy; the nature of the research-teaching nexus; the proximity of the locus of control to the teaching environment. Key to the application of pedagogic frailty is the personal appreciation (at the level of the individual academic) of the ways in which the elements of this concept are connected. This must acknowledge the emotional aspects of teaching and learning and also the rich, subjective nature of personal professional identities within this context (Clegg, 2008). We have therefore investigated the potential of autoethnography (e.g. Anderson, 2006; Chang, 2008; Denshire, 2014) as an approach to uncovering the rich complexity of pedagogic frailty perceived at the level of the individual. We have combined this with a concept mapping approach (Novak, 2010) to frame the autoethnographic narrative and to help the autoethnographer to focus on connections between elements as these connections will determine how the framework functions in practice. This combined approach helps overcome the difficulties associated with writing about academia from the insider’s perspective (Archer, 2008). This paper offers reflections upon this process as a method for professional development of university teachers and institutional quality enhancement.  Keywords: Autoethnography; concept mapping; faculty development; quality enhancement

scholarly journals Investigación y docencia: escenarios y senderos epistemológicos para la evaluación de la educación superior

2015 ◽  
Vol 13 (1) ◽  
pp. 79 ◽  
Author(s):  
María Isabel Da Cunha
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Educación Superior ◽  
Political Dimension ◽  
Teaching And Research ◽  
Educacion Superior ◽  
Quality Of Higher Education ◽  
Research And Teaching ◽  
The Relationship

Los crecientes desafíos a la educación superior están exigiendo de las instituciones esfuerzos para rever e innovar los currículos, expresar comunicaciones atractivas para sus públicos potenciales y articular las formas de gestión con el discurso de la mejora de la calidad. En la perspectiva epistemológica, es preciso abordar la temática conceptual que vincula enseñanza e investigación, ampliando la reflexión sobre la naturalización con que ese discurso viene sustentando la calidad de la educación superior.  Desde el campo de los conocimientos pedagógicos se exige una base de investigación y reflexión, focalizando en el currículo, los procesos de enseñar y aprender y su dimensión de calidad. Esa perspectiva incide fuertemente en la concepción de docencia y en los saberes necesarios para su ejercicio. También debe ser objeto de preocupación política que podrá ser la más compleja, pues envuelve la revisión de culturas, visiones e intereses corporativos que se fueron consolidando Através de la  tradición. Recurrir a la investigación-acción como herramienta para la producción de conocimientos acerca de las prácticas de enseñar y aprender en la universidad puede ser una significativa estrategia que altere la ecuación usual de investigar <em>sobre</em> los profesores para hacerlo <em>con </em>los profesores. Y esa condición se constituye en un desafío para concretar los esfuerzos de democratización de la educación superior, “calificando la calidad”<a href="#_ftn1">[1]</a>de la práctica pedagógica mediante la relación enseñanza e investigación.<div><br /><hr size="1" /><div><p><a href="#_ftnref1">[1]</a> N del T: en el original en portugués la expresión “qualificando a qualidade” conlleva un juego de palabras que tal vez se pierda en español.</p><p> </p><p><strong>ABSTRACT</strong></p><p><strong>Research and teaching: scenarios and epistemological impasses for qualifying higher education.</strong></p><p>The growing challenges for higher education are requiring institutions efforts to revise and innovate curriculum, to express attractives to their potential audiences and articulate ways of managing the discourse of quality improvement. In epistemological perspective, it’s needed to invest in the conceptual theme that combines teaching and research, expanding the reflection about naturalization that this discourse is sustaining the quality of higher education. From the field of pedagogical knowledge is required a base of research and reflection, focusing on curriculum, teaching and learning processes and their quality dimension. This perspective focuses heavily on the design of teaching and knowledge necessary to its exercise. Should also be a concern that the political dimension may be more complex because it involves the review of cultures, visions and corporate interests that were consolidated by tradition. Make use of action research as a tool for the production of knowledge about the practices of teaching and learning at university can be a significant strategy to change the usual equation of research on teachers to do it with teachers. And this condition constitutes a challenge to achieve the democratization efforts of higher education, “qualifying the quality” of pedagogic practice for the relationship teaching and research.</p></div></div>

scholarly journals Relationship of Total Quality Management with Knowledge Management and Organizational Culture

2020 ◽  
Vol V (I) ◽  
pp. 207-220
Author(s):  
Muhammad Adnan Maqbool ◽  
Mahr Muhammad Saeed Akhtar
Keyword(s):  
Higher Education ◽  
Organizational Culture ◽  
Knowledge Management ◽  
Total Quality ◽  
University Teachers ◽  
Correlational Design ◽  
A Minor ◽  
The University ◽  
Relationship Of ◽  
The Relationship

The study is an empirical exploration into TQM practices in Pakistani higher education with a focus on determining relationship between the variables: Knowledge Management (KM) and Organizational Culture (OC) in the context of higher education in Pakistan. It employed a quantitative paradigm to the investigation with correlational design. All the university teachers comprised the population of this study. Six public sector universities of Punjab were randomly selected. The results of the analysis showed all the three variables summed mean as 3.41, 3.3, 3.5 respectively all indicating a minor level of the presence of the TQM practices. OC showed relatively higher favorable response. The inferential statistics revealed that the relationship between OC and KM was positive, moderate and statistically significant (r=.491, p<.05). Demographical variables included respondents� gender, qualification, experience. Gender and Qualification was found to have no influence on KM and OC, while experience showed significant effect on the two variables.

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