The co-researcher role in the tension between recognition, co-option and tokenism

2021 ◽  
pp. 133-144
Author(s):  
Ole Petter Askheim
Keyword(s):  
Researcher Role

scholarly journals Exploring the predictor of innovative teaching using the job demands-resources model

2021 ◽  
Vol 23 (3) ◽  
pp. 58-74
Author(s):  
M. A. Rafsanjani ◽  
L. Hakim ◽  
N. Laily ◽  
P. A. Wijaya ◽  
M. R. Irwansyah
Keyword(s):  
Higher Education ◽  
Role Conflict ◽  
Job Demands ◽  
Well Being ◽  
Educational Process ◽  
Innovative Teaching ◽  
Teaching Activity ◽  
Teacher Researcher ◽  
Researcher Role ◽  
The Impact

Introduction. To keep in pace and remain competitive in today's environment, the lecturer must do innovation in educational process. However, encouraging lecturers' willingness to do innovative teaching is challenging in higher education due to the dual roles as teachers and researchers, which makes the excessive workload and leads to the teacher-researcher role conflict (TRC). Therefore, it is crucial to analyse the impact of TRC on the innovative teaching of lecturers. The present study utilises the job demands-resources (JDR) model due to its high popularity but rarely used in higher education.Aim. This study is aimed to explore the predictor of innovative teaching by utilising the JDR model as a theoretical anchor.Methodology and research methods. This study uses structural equation modelling (SEM) to examine the research model on a random sample of 233 respondents.Results. The results indicated that teacher-researcher role conflict negatively predicted the innovative teaching of the lecturer. Besides, the occupational well-being is a mediating variable to explain the influence of teacher-researcher role conflict on innovative teaching.Scientific novelty. This study reveals innovative teaching predictors in higher education by using the JDR model as a theoretical anchor. The authors found out that teacher-researcher role conflict (TRC) was significantly related to innovative teaching. The high-level expression of TRC will reduce the lecturer's innovative behaviour on teaching activity, and vice versa.Practical significance. The current study provides critical insight into the related stakeholders, such as the universities and related ministries, regarding the negative predictor of innovative teaching. They should discover approaches to reduce the negative effect of TRC on the innovation behaviour of lecturer teaching activity and to address the problem of job role conflict.

scholarly journals Does Teacher-Researcher Role Conflict Influence Psychological Well-Being Among the Lecturers?

2020 ◽  
Vol 5 (2) ◽  
pp. 287-296
Author(s):  
Mohamad Arief Rafsanjani ◽  
Heni Purwa Pamungkas ◽  
Albrian Fiky Prakoso ◽  
Ni'matush Sholikhah
Keyword(s):  
Role Conflict ◽  
Structural Equation ◽  
Well Being ◽  
Ministry Of Education ◽  
Psychological Well Being ◽  
Research Activities ◽  
Teacher Researcher ◽  
High Workload ◽  
Negative Effect ◽  
Researcher Role

The lecturer is a profession with two different functions: a teacher and a researcher. Teaching and research activities are inseparable and reciprocal and provide great benefit for lecturers. But, doing those activities simultaneously makes a high workload for the lecturer. This research employed the job demands-resources model to investigate the link between teacher-researcher role conflict and psychological well-being. This research was carried out on 250 lecturers in East Java, coming from three big cities, Surabaya, Malang, and Jember, taken by random sampling. Structural equation modelling was used to examine the research model. The results found that the teacher-researcher role conflict has a significant negative effect on work enthusiasm. On the contrary, the teacher-researcher role conflict has a significant positive effect on emotional exhaustion. These findings provide evidence to stakeholders (Universities and The Ministry of Education and Culture) to be more concerned about the dual role that lecturers must carry out as a teacher and a researcher.

Connecting Learning and Teaching Through Assessment

1993 ◽  
Vol 41 (1) ◽  
pp. 13-15
Author(s):  
C. Jean Moon
Keyword(s):  
Teaching Practices ◽  
Learning And Teaching ◽  
Mathematical Connections ◽  
Promising Strategy ◽  
Teacher As Researcher ◽  
Researcher Role ◽  
The Way

We are beginning to understand that the teacher-as-researcher role encourages a teacher to reflect on teaching practices and students' learning, which is a promising strategy for changing the way mathematics is taught, learned, and assessed (Tobin 1989). When teachers actively participate in evaluating classroom lessons, they can begin to create new, more effective frameworks in which to help their students make mathematical connections.

scholarly journals ‘You Don't Know How Lucky you are to be Here!’: Reflections on Covert Practices in an Overt Participant Observation Study

2009 ◽  
Vol 14 (2) ◽  
pp. 60-69 ◽  
Author(s):  
John S. McKenzie
Keyword(s):  
Social Research ◽  
Participant Observation ◽  
Research Experience ◽  
Ethical Considerations ◽  
Observation Study ◽  
Know How ◽  
Researcher Role ◽  
Moral High Ground ◽  
Participant Observer

There has been a tendency in sociology to see covert and overt roles of social researchers in participant observation studies as opposites. This is both in terms of the researcher role and the surrounding ethics, with the overt researcher role being seen as fundamentally more ethical than the covert participant observer. However, Calvey (2008) alleged that covert practices often remain unreported in overt accounts. The purpose of this paper is therefore to address this issue through reflections on my own research experience. Drawing on my research with the contemporary spiritual milieu in Scotland, I will argue that the covert and overt roles are far from opposites and should be seen as part of a continuum. The moral high ground attributed to overt research is often questionable and most overt studies will employ covert practices. It will therefore be argued that decisions regarding the role of the participant observer should be grounded in the intellectual contemplation of specific research situations, including ethical considerations, rather than condemning sound social enquiry on the misguided basis that overt research is always superior to covert studies because of its ethical standards. In conclusion it will be argued that all researchers have a responsibility to reflect honestly upon their research experience as part of wider reflexive turn in social research.

scholarly journals Does Perceived Organizational Support Mitigate the Negative Effect of Teacher- Researcher Role Conflict among Lecturers? (Evidence from Indonesia)

Pedagogika ◽  
2020 ◽  
Vol 138 (2) ◽  
pp. 25-36
Author(s):  
Mohamad Arief Rafsanjani ◽  
Muhammad Abdul Ghofur ◽  
Dhiah Fitrayati ◽  
Retno Mustika Dewi
Keyword(s):  
Role Conflict ◽  
Emotional Exhaustion ◽  
Organizational Support ◽  
Perceived Organizational Support ◽  
Well Being ◽  
Psychological Well Being ◽  
Teacher Researcher ◽  
Negative Effect ◽  
Researcher Role

This study investigated the role of perceived organizational support (POS) as a moderating variable in reducing the negative effect of teacher-researcher role conflict on psychological well-being (work enthusiasm and emotional exhaustion). Participants were 233 lecturers from 19 universities in Indonesia. The study found that teaching-research role conflict was negatively related to psychological well-being, POS was a significant moderating variable in this model, it reduced the negative effect of teacher-researcher role conflict on psychological well-being.

Sign in / Sign up

Export Citation Format

Share Document