The Relation Between Research Productivity and Teaching Effectiveness Complementary , Antagonistic , or Independent Constructs ?
نویسندگان
چکیده
The Journal of Higher Education, Vol. 73, No. 5 (September/October 2002) Copyright © 2002 by The Ohio State University 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 reinforcing 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. The Relation Between Research Productivity and Teaching Effectiveness
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