To teach or not to teach? Junior academics and the teaching-research relationship
Cenamor, Javier LU
(2022)
In Higher Education Research and Development
41(5).
p.1417-1435
- Abstract
- The global pressure for excellence has boosted the relevance of the teaching–research relationship. Specifically, the management of teaching and research activities represents an important challenge because of time and resource limitations, especially for junior researchers. The traditionally polarized streams in the literature provide arguments to defend three types of relationship between teaching and research: conflicting, complementary, or unrelated. Given the complexity of the phenomenon, an integrative approach may be useful for identifying interdependencies. In this respect, this article provides a holistic approach that includes different teaching and research drivers and distinguishes between direct and indirect relationships. The... (More)
- The global pressure for excellence has boosted the relevance of the teaching–research relationship. Specifically, the management of teaching and research activities represents an important challenge because of time and resource limitations, especially for junior researchers. The traditionally polarized streams in the literature provide arguments to defend three types of relationship between teaching and research: conflicting, complementary, or unrelated. Given the complexity of the phenomenon, an integrative approach may be useful for identifying interdependencies. In this respect, this article provides a holistic approach that includes different teaching and research drivers and distinguishes between direct and indirect relationships. The analysis of data from junior academics in Sweden shows that teaching workload may be negatively linked to perceived success in research, but it can be slightly counteracted via perceived success in teaching. Moreover, the findings also indicate that individual control and a collaborative approach both are positively related to perceived success in research, while only some sources of social support are significant. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/068107a8-bd7f-4daf-b4f1-806bc3f55e13
- author
- Cenamor, Javier
LU
- organization
- publishing date
- 2022
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- Teaching, Research, Control, Social support, Junior academics
- in
- Higher Education Research and Development
- volume
- 41
- issue
- 5
- pages
- 20 pages
- publisher
- Taylor & Francis
- external identifiers
-
- scopus:85106715227
- ISSN
- 1469-8366
- DOI
- 10.1080/07294360.2021.1933395
- language
- English
- LU publication?
- yes
- id
- 068107a8-bd7f-4daf-b4f1-806bc3f55e13
- date added to LUP
- 2021-05-28 08:07:17
- date last changed
- 2024-01-20 07:31:40
@article{068107a8-bd7f-4daf-b4f1-806bc3f55e13,
abstract = {{The global pressure for excellence has boosted the relevance of the teaching–research relationship. Specifically, the management of teaching and research activities represents an important challenge because of time and resource limitations, especially for junior researchers. The traditionally polarized streams in the literature provide arguments to defend three types of relationship between teaching and research: conflicting, complementary, or unrelated. Given the complexity of the phenomenon, an integrative approach may be useful for identifying interdependencies. In this respect, this article provides a holistic approach that includes different teaching and research drivers and distinguishes between direct and indirect relationships. The analysis of data from junior academics in Sweden shows that teaching workload may be negatively linked to perceived success in research, but it can be slightly counteracted via perceived success in teaching. Moreover, the findings also indicate that individual control and a collaborative approach both are positively related to perceived success in research, while only some sources of social support are significant.}},
author = {{Cenamor, Javier}},
issn = {{1469-8366}},
keywords = {{Teaching; Research; Control; Social support; Junior academics}},
language = {{eng}},
number = {{5}},
pages = {{1417--1435}},
publisher = {{Taylor & Francis}},
series = {{Higher Education Research and Development}},
title = {{To teach or not to teach? Junior academics and the teaching-research relationship}},
url = {{http://dx.doi.org/10.1080/07294360.2021.1933395}},
doi = {{10.1080/07294360.2021.1933395}},
volume = {{41}},
year = {{2022}},
}