A review of various models of the relationship between research and teaching in universities is presented, and the evidence necessary to assess each model is outlined. A meta-analysis of 58 studies demonstrates that the relationship is zero. Suggestions for future directions are provided, and it is argued that a major goal could be to adopt strategies that enhance the relationship between research and teaching.

The Relationship Between Research and Teaching: A Meta-Analysis

A critical review of research on teaching beliefs and practices of university academics revealed that the espoused theories of action of academics have not been distinguished from their theories-in-use in some studies. It is our contention that research that examines only what university teachers say about their practice and does not directly observe what they do is at risk of telling half the story. Our review revealed several unsupported claims about university academics’ teaching practice, raised concerns about data gathering and analysis methods, and found that research on primary and secondary teachers’ beliefs has been used infrequently to inform research in tertiary settings. The review identifies implications for understanding university academics’ development as teachers and provides direction for further research.

Telling Half the Story: A Critical Review of Research on the Teaching Beliefs and Practices of University Academics

This article is a review of the literature concerned with leadership effectiveness in higher education at departmental level. The literature derives from publications from three countries: the UK, the USA and Australia. Surprisingly little systematic research has been conducted on the question of which forms of leadership are associated with departmental effectiveness. The analysis of the studies selected resulted in the identification of 13 forms of leader behaviour that are associated with departmental effectiveness. The findings are considered in relation to the notion of competency frameworks and, in the conclusion, their general implications are explored in relation to the notion of substitutes for leadership.

Effective leadership in higher education: a literature review

The major responsibilities of academics in the modern university are teaching and research as well as, to lesser extents, administration and community service. Indeed, some (Crittenden, 1997) consider that one of the defining characteristics of a university is that all academics are expected to be active researchers and active teachers (while noting the rationale for teachers who are not expected to pursue research in non-University tertiary institutions). Senior academics often contend that this mutually reinforcing, symbiotic relation between teaching and research is what distinguished universities from other research and educational institutions (Neumann, 1992). Conventional wisdom--typically not based on empirical research--is that teaching and research are mutually supporting if not inseparable (Webster, 1986). Ideally, teaching effectiveness and research productivity are complementary. Much of the rationale for the existence of research universities is that these two activities are so mutually reinforci ng that they must coexist in the same institutions. Marsh (1987), Hattie and Marsh (1996), Braxton (1996), and others, however, argue that plausible arguments can be made as to why teaching and research activities should be complementary, conflicting, or unrelated to each other. There is a strong rationale reinforcing the claims that research should contribute to teaching. Research forms the basis of the content of teaching. Teachers who are active researchers are more likely to be on the cutting edge of their discipline and aware of international perspectives in their field. Because textbooks may not be current in many rapidly developing areas, lectures may be the first point of contact with the latest developments. Teachers who are involved in research are more likely to be at the forefront of their discipline. Results from one's research can be used to clarify, update, and amend the teaching of a topic. Research enhances teaching through the introduction of new topics and methodologies. Teachers discussing their own research provide a sense of excitement about the results and how they fit into a larger picture. Active researchers are more effective at instilling an actively critical approach to understanding complex research findings rather a passive acceptance of facts. Students appreciate teachers who present research that the teachers have actually conducted. This provides an authenticity to the presented material that differs from presentations by teachers who are only discussing the work of others in which they have no active involvement. Similarly, teaching should contribute to research. The process of teaching the subject matter of a discipline forces academics to clarify the big picture into which their specific research specialization fits. Preparation of teaching materials can elucidate gaps in the academic's knowledge base. Sharing the results of one's research with students in a teaching context helps researchers clarify their research. Students' suggestions, comments, questions, and criticisms can elucidate new research directions. Sharing the results of one's research efforts with an appreciative audience provides reinforcement for having done the research and pursuing further research. In presenting the case for why teaching and research should be complementary activities, Braxton (1996) argued that the roles of teaching and research are similar, that they involve common values (e.g., rationality) and that they should be mutually reinforcing. Sullivan (1996) emphasized that academic staff, even those who are the most productive researchers, support normative structures that place a high value on teaching effectiveness. Ramsden and Moses (1992) proposed what they referred to as a weak version of the teaching-research hypothesis (of a positive relation between the two activities) based on data aggregated at the departmental level. …

The Relation between Research Productivity and Teaching Effectiveness: Complementary, Antagonistic, or Independent Constructs?

Tertiary education policy is increasingly important on national agendas. The widespread recognition that tertiary education is a major driver of economic competitiveness in an increasingly knowledge-driven global economy has made high-quality tertiary education more important than ever. The imperative for countries is to raise higher-level employment skills, to sustain a globally competitive research base and to improve knowledge dissemination to the benefit of society.

Tertiary education for the knowledge society

Heads and Chairs: Managing Academic Departments

This paper reports some data of an ARC funded study of academic staff in a number of disciplines in colleges of advanced education and universities. Generally, more university than college academics scored high on academic motivation, on teaching‐research synergy and promotion of student independence, with college academics scoring higher on good teaching practice. There are disciplinary differences, too. Slightly more than an average proportion of staff in the Social Sciences report good teaching practices. They are highly committed to promoting student independence, experience a fairly high level of teaching‐research synergy and have high intrinsic academic motivation. There is large‐scale consensus among Arts staff with university Arts academics scoring highest on promoting student independence, academic motivation, and teaching‐research synergy, and academics in CAE Arts departments scoring highest of all on good teaching practices. Science staff seem to have different academic values and pra...

Academic Values And Academic Practice In The New Universities

(1991). Enhancing Departmental Leadership. The Journal of Higher Education: Vol. 62, No. 5, pp. 604-606.

Enhancing Departmental Leadership

The formalisation of reviews of academic performance, whether it be during probation, for promotion, or for feedback to tenured staff, has put a formidable burden on heads of departments who tend to be involved in all review processes concerning staff in their department. This paper will present and discuss some data from a current study on the role and functions of heads of departments in Australian universities. Information obtained from heads as well as from staff highlight the difficulties of heads who have to make evaluative statements on departmental staff which may further or slow down their career. Regular performance appraisal of tenured staff pose particular problems as heads have few resources at their sole disposal to reward in any tangible way excellent performance, and indeed also command few, if any, measures to ensure adequate performance. Heads may have positional authority, but academic conventions often prevent heads from exercising it. Clearly heads need leadership qualities a...

Role and Problems of Heads of Departments in Performance Appraisal.

Reviewing academic performance : approaches to the evaluation of departments and individuals

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