The Research-Teaching Nexus: Not Merely an Enduring Myth

Autor/inn/en	Zhang, Li-fang; Horta, Hugo; Jung, Jisun; Postiglione, Gerard A.
Titel	The Research-Teaching Nexus: Not Merely an Enduring Myth
Quelle	In: Higher Education Forum, 17 (2020), S.69-97 (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2432-9614
Schlagwörter	Foreign Countries; College Faculty; Teacher Researchers; Theory Practice Relationship; Teaching Styles; Educational Research; STEM Education; Research Methodology; Self Efficacy; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Fakultät; Lehrerforschung; Theorie-Praxis-Beziehung; Lehrstil; Unterrichtsstil; Bildungsforschung; Pädagogische Forschung; STEM; Research method; Forschungsmethode; Self-efficacy; Selbstwirksamkeit; Hongkong
Abstract	For more than a century, whether or not the research-teaching nexus exists has remained an intensely debated issue in the global academy at both the conceptual and empirical levels. Situating teaching styles within the context of teaching, conceptualizing research agendas as a dimension of research, and using academic self-efficacy as a mediator, the present study empirically investigated the research-teaching nexus. Participants were 256 academics in science, technology, engineering, and mathematics (STEM) fields from all of the eight institutions funded by the University Grants Committee in Hong Kong. In the context of participating in the "Academic Profession in the Knowledge-based Society" (APIKS) international survey between late 2017 and early 2018, the participants responded to a short version of the Multi-Dimensional Research Agendas Inventory, a short version of the Research-Teaching Efficacy Inventory, and two scales from the Thinking Styles in Teaching Inventory. Results showed that academics' research agendas statistically predicted their teaching styles -- after age, gender, academic rank, and institutional ranking were considered. Furthermore, academic self-efficacy, especially research efficacy, provided a pathway from research agendas to one of the two teaching styles examined. Limitations and theoretical contributions of the research are discussed; and practical implications of the research findings are proposed for academics in STEM fields and for university senior managers. (As Provided).
Anmerkungen	Research Institute for Higher Education, Hiroshima University. 1-2-2 Kagamiyama, Higashi-hiroshima, Hiroshima City, Japan 739-8512. Tel: +81-82-424-6240; Fax: +81-82-422-7104; e-mail: k-kokyo@office.hiroshima-u.ac.jp; Web site: https://rihe.hiroshima-u.ac.jp/publications/en/hef_en/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01