Research, Teaching and Performance Evaluation in Academia: The Salience of Quality

Autor/inn/en	Cadez, Simon; Dimovski, Vlado; Zaman Groff, Maja
Titel	Research, Teaching and Performance Evaluation in Academia: The Salience of Quality
Quelle	In: Studies in Higher Education, 42 (2017) 8, S.1455-1473 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2015.1104659
Schlagwörter	Faculty Evaluation; College Faculty; Educational Quality; Higher Education; Interdisciplinary Approach; Faculty Workload; Career Development; Research; Creativity; Instructional Innovation; Productivity; Teacher Effectiveness; Correlation; Hypothesis Testing; Foreign Countries; Measurement; Institutional Mission; Teacher Characteristics; Questionnaires; Multiple Regression Analysis; Statistical Analysis; Slovenia + Suchen Sie Ihr Suchwort? Fakultät; Quality of education; Bildungsqualität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Berufsentwicklung; Forschung; Kreativität; Educational Innovation; Bildungsinnovation; Produktivität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Korrelation; Hypothesenprüfung; Hypothesentest; Ausland; Messverfahren; Fragebogen; Statistische Analyse; Slowenien
Abstract	The workload of most academics involves two main activities: research and teaching. Despite the dual nature of the work, career advancement usually chiefly depends on research performance. Since academics are rational actors, warnings are beginning to emerge that current predominantly research-based performance evaluation systems may be detrimental to creativity and innovation in teaching. This paper investigates the substance of these warnings by revisiting the relationship between research performance and teaching quality. Using a large cross-disciplinary sample of academics within a research-oriented university, we find, consistent with prior evidence, that research productivity is not related to teaching quality, whereas research quality is positively related with teaching quality. These findings discount fears that research-based performance evaluation in academia may be detrimental to teaching quality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01