The teaching-research gestalt
The Development of a Discipline-Based Scale
Datos Bibliográficos
| ID | 4096580 |
|---|---|
| Autores | Angus Duff (0000-0003-3998-2761, Business School, University of the West of Scotland, Ayr KA8 0SX, UK, autor de correspondencia), Neil Marriott (0000-0002-5452-9685, Winchester Business School, University of Winchester, Winchester SO22 4NR, UK) |
| Año | 2017 |
| Volumen | 42 |
| Número | 12 |
| Páginas | 2406-2420 |
| Fecha de publicación | 2017-12-02 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Studies in Higher Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2016.1152465 |
| OpenAlex | W2311313278 |
| Idioma | EN |
| Citas recibidas | 4 |
| Referencias citadas | 58 |
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
Curriculum · Gestalt psychology · Higher education · Mathematics education · Pedagogy · Political science · Accounting Education and Careers · Computer Science · Doctoral Education Challenges and Solutions · Evaluation of Teaching Practices · Psychology
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| Obras citantes distintas | 4 |
|---|---|
| Citas por año | 0,8 |
| Intervalo de citas | 2021 - 2026 (6) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 4 |