Reputation Disparity in Teaching and Research Productivity and Rewards in the Context of Consequences of Institutionalization of Publish or Perish Culture in Academia

Autor/inn/en	Bello, Samuel Akande; Azubuike, Felix Chimeziri; Akande, Olumuyiwa A.
Titel	Reputation Disparity in Teaching and Research Productivity and Rewards in the Context of Consequences of Institutionalization of Publish or Perish Culture in Academia
Quelle	In: Higher Education Quarterly, 77 (2023) 3, S.574-584 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bello, Samuel Akande)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-5224
DOI	10.1111/hequ.12417
Schlagwörter	Reputation; Productivity; Rewards; Publish or Perish Issue; College Faculty; College Instruction; Writing for Publication; Literature Reviews + Suchen Sie Ihr Suchwort? Produktivität; Reward; Belohnung; Fakultät; Hochschullehre
Abstract	The reputation disparity between teaching and research has stirred up an unending debate. The age-long notion that teaching and research overlap has become a controversial issue in academia. Consequences of the institutionalization of Publish OR Perish (POP) abound in the literature. This paper investigates the reputations disparity between teaching and research productivity and the rewards for these academic activities. It explores which, out of teaching activities and research publications receive higher or less attention and rewards. Relevant existing literature was reviewed to establish the institutionalization of POP and its consequences of the reputations disparity between teaching and research and its adverse effects on these activities. Evidence from the literature reviewed reveals the existence of POP reputation disparity as part of its consequences. A key finding is that teaching activities are insignificant and unrewarded as research publications. Neither the effectiveness nor the number of teaching loads counts like the numbers of publications. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01