The Teaching-Research Gestalt: The Development of a Discipline-Based Scale

Autor/inn/en	Duff, Angus; Marriott, Neil
Titel	The Teaching-Research Gestalt: The Development of a Discipline-Based Scale
Quelle	In: Studies in Higher Education, 42 (2017) 12, S.2406-2420 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2016.1152465
Schlagwörter	Models; Measurement; Foreign Countries; Theory Practice Relationship; Test Construction; Test Items; Accounting; Higher Education; Student Attitudes; Teacher Attitudes; Questionnaires; College Faculty; College Students; Factor Analysis; Rewards; Inquiry; Critical Thinking; Curriculum; Researchers; Skill Development; United Kingdom + Suchen Sie Ihr Suchwort? Analogiemodell; Messverfahren; Ausland; Theorie-Praxis-Beziehung; Testaufbau; Test content; Testaufgabe; Abrechnung; Buchführung; Buchhaltung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schülerverhalten; Lehrerverhalten; Fragebogen; Fakultät; Collegestudent; Faktorenanalyse; Reward; Belohnung; Kritisches Denken; Curricula; Lehrplan; Rahmenplan; Researcher; Forscher; Kompetenzentwicklung; Qualifikationsentwicklung; Großbritannien
Abstract	This paper reports the development and empirical testing of a model of the factors that influence the teaching-research nexus. No prior work has attempted to create a measurement model of the nexus. The conceptual model is derived from 19 propositions grouped into four sets of factors relating to: rewards, researchers, curriculum, and students. The propositions are operationalised by 61 scale-items and empirically recomposed by a factor analysis on data obtained from 247 UK accounting academics. We demonstrate that, in the discipline of accounting, there are six factors that describe the positive effects of relations between academic research and teaching. We also identify five factors that militate against productive relations between the two. This double-edged sword we term the teaching-research gestalt: although faculty research can be beneficial to teaching and vice versa, there can also be negative effects. The relationship between academic research and teaching therefore requires judicious management. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01