The Teaching Researcher: Faculty Attitudes towards the Teaching and Research Roles

Autor/inn/en	Alpay, E.; Verschoor, R.
Titel	The Teaching Researcher: Faculty Attitudes towards the Teaching and Research Roles
Quelle	In: European Journal of Engineering Education, 39 (2014) 4, S.365-376 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2014.895702
Schlagwörter	Foreign Countries; College Faculty; Teacher Attitudes; Teacher Role; Teacher Researchers; Satisfaction; Academic Freedom; Work Environment; Flexible Scheduling; Interprofessional Relationship; Collegiality; Gender Differences; Semi Structured Interviews; Case Studies; Teacher Surveys; Questionnaires; Likert Scales; STEM Education; Engineering; Engineering Education; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Fakultät; Lehrerverhalten; Lehrerrolle; Lehrerforschung; Zufriedenheit; Akademische Freiheit; Arbeitsmilieu; Flexible working hours; Flexible Arbeitszeit; Kollegialität; Geschlechterkonflikt; Case study; Fallstudie; Case Study; Fragebogen; Likert-Skala; STEM; Maschinenbau; Ingenieurausbildung; Großbritannien
Abstract	Results from a survey on faculty attitudes towards the teaching and research roles are presented. Attention is given to: (i) the perceived value of teaching (and teaching achievements) relative to research, (ii) approaches for research and teaching integration, (iii) the satisfaction gained from typical work tasks, and (iv) the importance of various work-life factors. Factors such as academic freedom, an intellectual work environment, flexible work hours, inspirational colleagues, and work diversity are found to be highly valued. Support from peers and colleagues is also seen as a key in learning to manage the different academic roles. A relatively low value is attributed to teaching achievements. Likewise, there is often little utilisation of teaching opportunities to support research work (other than senior-year research projects). Female faculty were found to give marginally a higher importance to teaching recognition and collaborative teaching opportunities. Based on the findings, general recommendations for supporting the teaching researcher are presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10