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1.
The relationship between research productivity and teaching effectiveness has long been a controversial topic among university professors. This study utilizes a nationwide survey of economics faculty to examine the relationship between research productivity and classroom performance, using self-reported measures of research output and teaching evaluation scores, and to solicit the participants' opinions on this issue. Findings indicate a very weak relationship between research output and teaching effectiveness. However, individual and institutional characteristics seem to explain some differences in research output and teaching evaluation scores. Further, faculty opinions on the research-teaching relationship seem to be influenced by institutional and individual characteristics. 相似文献
2.
Motivation plays a central role in faculty members’ professional lives—with achievement goals having been found to have important links with their burnout/engagement and performance. However, the few studies investigating these links were cross-sectional and considered only one of the two equally important work domains of faculty members. In the present research, we analyze the temporal relationships between achievement goals and burnout/engagement as well as performance and investigate domain specificity of goal pursuit by considering goals for teaching and for research. We conducted a longitudinal study (4 measurement points across two years) including 681 German faculty members. Multivariate Latent Change Score modeling attested that in both domains, mastery-approach goals were positively related to subsequent development of performance, while performance was also positively related to subsequent development of mastery goals, creating a double positive loop. Performance goals and work-avoidance goals were differentially associated with performance in both domains, indicating that the effects of goals can be bound to different contextual features. For overall burnout/engagement, our results implied that primarily research goals mattered for its development (with performance-avoidance and work-avoidance goals being risk factors), while high burnout levels were associated with subsequent reduction of adaptive mastery-approach goals in both domains. This highlights the relevance of achievement goals for burnout/engagement and performance of faculty and illuminates their complex temporal dynamics that can also meaningfully inform achievement goal research in other contexts. 相似文献
3.
Research productivity and scholarly accomplishment of college teachers as related to their instructional effectiveness: A review and exploration 总被引：2，自引：5，他引：2
Kenneth A. Feldman 《Research in higher education》1987,26(3):227-298
This analysis reviews the research that has been done on the connection between research productivity or scholarly accomplishment of faculty members and their teaching effectiveness (as assessed by their students). On average, there is a very small positive association between the two variables. To understand this relationship better, extant research was explored for factors that might mediate either positive or inverse associations between research productivity and teaching effectiveness and those that possibly could be common causes of them. Pedagogical practices and dispositions of faculty members, as well as certain course or class characteristics (size of class, electivity of course), were examined as potential mediating factors. Potential common causes investigated were academic rank and age of faculty members, their general ability, their personality characteristics, and the amount of time or effort they spend on research activities. The association between research productivity and teaching effectiveness was explored further by considering whether its size and direction varies by career stage of faculty members, their academic discipline, and the type of college or university in which they teach. 相似文献
4.
Robert W. Elliott Diane E. Oliver 《Community College Journal of Research & Practice》2016,40(2):85-99
Using a mixed methods, multilevel research design, this pilot inquiry explored the relationship between college faculty professional development and the academic achievement of diverse students by coupling two separate links: (a) the effects that professional development activities have on improving teaching strategies, and (b) the effects these teaching strategies have on student learning. Data were collected from administrators, faculty, and students to discover what teaching strategies are being used and, in their view, how these strategies affect learning outcomes. Data sources included a survey, documents, interviews, and observations. The case study institution is a New Mexico community college, and the research focuses on two academic programs with 145 students enrolled. Data analyses revealed three main themes: (a) faculty development and its link to teacher effectiveness and student learning outcomes are embedded in the mission, goals, and policies of the institution; (b) faculty development is considered vital, funding is always available, and faculty participate in on- and off-campus development activities to enhance their teaching effectiveness and student learning outcomes; and (c) the institution focused on collecting and analyzing student learning outcomes data, but no data-driven means for assessing the effectiveness of faculty development activities existed. 相似文献
5.
《The Internet and Higher Education》2007,10(1):41-52
This study examines factors related to technology use in teaching by university faculty. An EFA analysis of multiple questions of technology use in the classroom found two factors: one loaded with Web use and the second with email use. Therefore, three research questions were asked: What factors explain faculty use of the Web or email? Are these factors the same for both Web and email use? What is the relationship of technology use to faculty productivity? The sample included full-time faculty at doctoral and research institutions selected from the National Study of Postsecondary Faculty:1999 (NSOPF:99) dataset. Independent variables included measures of teaching, research, and service productivity, along with other contextual, demographic, and professional variables. Hierarchical regression analysis was used to prepare eight models (email and Web use for Doctoral I, Doctoral II, Research I, and Research II institutions). Results confirmed that age and Internet access were important factors related to faculty technology use. The relationship between email and Web use to teaching productivity in particular is intriguing and may indicate that productive faculty use technology to help them be more productive or that technology use impacts productivity. Research and service productivity also exhibited distinctive patterns with email and Web use. 相似文献
6.
The relationship between salary increases and student ratings of teaching effectiveness was studied for a sample of 266 faculty members at Kansas State University. Three measures of teaching effectiveness (student progress in meeting relevant course objectives, liking the instructor, and appreciation of the field of study) and two salary criteria (percent and dollar increases) were used. Several measures of the emphasis on the teaching function were used to determine if this variable moderated the relationship between salaries and student ratings. The effect of discipline was also examined.In general, there was a modest but significant correlation between ratings of teaching effectiveness and percent salary increase. The amount of emphasis given to the teaching function was a significant determinant of the strength of this relationship. Correlations were generally more pronounced in social science and humanities than in the science areas. Student motivation was highly correlated with effectiveness ratings, but was not regularly taken into account in salary recommendations. 相似文献
7.
The interdependent relationship between research and teaching is at the heart of research-intensive universities. In the present study, an initial electronic quantitative survey was undertaken following which, we performed 28 in-depth, semi-structured interviews amongst a cross-section of faculty in a research intensive Irish university to capture how faculty conceptualise the relationship between research and teaching. Our qualitative analysis revealed a dynamic framework with three interacting phases: 1) teaching is enhanced by research 2) learning research skills and competencies; and 3) student engagement with research practice. These themes contribute to the development of the student as a researcher and the implicit vision of the research-intensive university as a ‘community of scholars’ where teaching enhances research and research enhances teaching. The perceived benefits of teaching on research provides a new insight into the research and teaching nexus from which the opportunity exists to foster these approaches and develop institutional policy to grow and sustain the research-teaching interactions. 相似文献
8.
数以万计的大学教师发展问题亟待解决,这也是当前提高高等教育质量和建设高等教育强国面临的艰巨任务。引入教学学术理论,从教学学术的视角研究大学教师发展将具有重要意义。教育者、研究者和学习者角色的统一融合体就应该是大学教师最核心和最重要的角色,这样的角色定位有利于大学教师的发展。好的教学还应意味着,教师既是学者又是学生,因此应该加强教师与学生之间的交流,形成一个师生学习共同体。教师与教师之间的学习共同体和教师与学生之间的学习共同体都可以促进大学教师的发展,大学教师的发展也都需要这些学习共同体的熏陶和培养。每位教师都必须坚持忠诚的最高标准,既要重视教师职业道德修养也要加强学术道德修养。 相似文献
9.
To provide more insights into inconsistent findings on the relationship of organizational commitment to effectiveness, this study conducted a questionnaire survey among 188 academics in Beijing. Analysis of survey responses suggested that organizational commitment presented significant relationships to performance and effectiveness. These relationships varied with the nature of commitment dimensions. Besides, performance mediated the relationships of commitment dimensions to effectiveness in teaching and research. These relationships could be partly explained with faculty’s personal goals, available resources, perceptions of reward/effort balance, and the contribution of teaching and research activities to teaching outcome and research output. These findings enrich the literature by identifying performance as an intervening variable in the relationship of organizational commitment to effectiveness. Meanwhile, these findings provide practical implications for the promotion of Chinese academics’ teaching outcome and research output. 相似文献
10.
The purpose of this study was to test the hypothesis that in the context of a large health science center heavily committed to scientific activity, there would be a positive relationship between the scientific productivity of faculty members and their effectiveness as teachers. Counts of citations by others and counts of publications were used as indices of scientific productivity. The index of teaching effectiveness was derived from students' perceptions of teaching effectiveness, elicited in a questionnaire that asked students to rate teachers in terms of the presence or absence of a series of behaviors grouped under five headings called the Components of Effective Teaching. The results of this study provide support to the notion that research and teaching are not separate and adversary phenomena each working to the disadvantage of the other, but under certain conditions are interrelated with research activity supportive of effective teaching. 相似文献
11.
Faculty evaluation: Reliability of peer assessments of research,teaching, and service 总被引：1，自引：0，他引：1
Lawrence S. Root 《Research in higher education》1987,26(1):71-84
In this paper, assessments of faculty performance for the determination of salary increases are analyzed to estimate interrater reliability. Using the independent ratings by six elected members of the faculty, correlations between the ratings are calculated and estimates of the reliability of the composite (group) ratings are generated. Average intercorrelations are found to range from 0.603 for teaching, to 0.850 for research. The average intercorrelation for the overall faculty ratings is 0.794. Using these correlations, the reliability of the six-person group (the composite reliability) is estimated to be over 0.900 for each of the three areas and 0.959 for the overall faculty rating. Furthermore, little correlation is found between the ratings of performance levels of individual faculty members in the three areas of research, teaching, and service. The high intercorrelations and, consequently, the high composite reliabilities suggest that a reduction in the number of raters would have relatively small effects on reliability. The findings are discussed in terms of their relationship to issues of validity as well as to other questions of faculty assessment. 相似文献
12.
Although there is a popular conception that research enhances teaching, evidence of such synergistic relationships is inconclusive. Recent research, undertaken as part of the Higher Education Funding Council for England's (HEFCE) fundamental review of research policy and funding, indicated that there are a range of relationships – both positive and negative – between teaching and research. While the ideal relationship might be perceived by many academics to be a positive one, there are a number of factors that shape the ways in which teaching and research can have a negative influence on each other, or even be driven apart. These factors include pressures to compartmentalize teaching and research through accountability and funding mechanisms, management strategies of academic staff time that treat teaching and research separately, and the competition for scarce resources. If teaching and research are to complement each other, new ways of managing the teaching and research relationship need to be considered. 相似文献
13.
An oft-cited maxim in higher education is that “faculty teach the way they were taught” because they receive little formal training in teaching before entering the classroom. However, little is known about the origins of faculty knowledge about teaching or the role their prior experiences play in the development of their teaching practices. In this exploratory study, we interviewed and observed 53 science, technology, engineering, and mathematics faculty at three research institutions. Using qualitative analysis methods (i.e., thematic and causal network analysis), we find that faculty do not only model their teaching after previous instructors, but also draw upon a varied repertoire of knowledge and prior experiences. These include knowledge derived from their experiences as instructors (46 respondents), their experiences as students (22 respondents), their experiences as researchers (9 respondents), and from their non-academic roles (10 respondents). In-depth analyses of two faculty members elaborate on the relationship between these varied types of prior experiences and how they interact with other factors including beliefs about teaching, instructional goals, and features of the organizational context to ultimately shape their classroom practice. The results suggest that instead of assuming that faculty lack any knowledge about teaching and learning, professional developers and policymakers should instead acknowledge and build upon their preexisting “craft” knowledge as professional teachers. Future research should focus on relationships between specific types of knowledge and teaching practice and how these varied experiences influence identity formation. 相似文献
14.
The relationship between engagement in the scholarship of teaching and learning and students’ course experiences 总被引：2，自引：1，他引：1
While there has been a good deal of discussion about the scholarship of teaching and learning, and models have been developed to understand its scope, the effects on students’ learning of academics engaging in the scholarship of teaching and learning are unclear. In the context of initiatives to develop the scholarship of teaching and learning in a large research‐intensive university in Australia, this paper discusses the relationship between faculty performance on a set of scholarly accomplishments in relation to teaching and learning from 2002 to 2004, and changes in students’ course experiences from 2001 to 2005. The paper provides evidence of the relationship between the scholarship of teaching and learning and students’ course experiences and demonstrates the effectiveness of institutional strategies to encourage the scholarship of teaching and learning. 相似文献
15.
Iryna Y. Johnson 《Research in higher education》2014,55(7):686-709
The idea that female faculty might serve as role models for female students has led to studies of the effect of female faculty on female student performance. Due to varying levels of aggregation of the measure of student exposure to female faculty—percentage of female faculty at an institution or department, percentage of classes taught by females, or the effect of female instructors on female students in a class—existing research provides mixed and incompatible results. By applying both non-aggregated and aggregated measures of exposure to female role models to the same data, this analysis demonstrates how aggregation affects the association between exposure to female role models and student achievement. This study shows that female instructors have a significant positive effect on female student grade performance and do not have a statistically significant effect on male student performance. 相似文献
16.
This article describes results of an empirical investigation of the relationship between research and undergraduate teaching in Australian higher education. Two research indexes (weighted number of publications, and number of research activities) were used. Scores on a Likert-type scale of reported commitment to teaching undergraduate students formed the main criterion of teaching effectiveness. This was supplemented by student ratings in one of the aggregate-level analyses. The results revealed typically no relation or a negative relation between teaching and research at the level of the individual and at the level of the department, across all subject areas. The only exceptions concerned one group of former colleges of education. Further analysis by staff self-rating of academic quality showed that there existed one group of staff, mainly in the universities, who were committed to teaching and highly active researchers. However, the data did not support a causal interpretation of the association. It is concluded that there is no evidence in these results to indicate the existence of a simple functional association between high research output and the effectiveness of undergraduate teaching. Some implications for policy and student course choice are discussed. 相似文献
17.
Extensive research on college impact has identified a range of practices that enhance students’ academic outcomes. One practice—clear and organized instruction—has received increasing attention in recent research. While a number of studies have shown that clear and organized instruction is related to a range of postsecondary outcomes, researchers have not considered the mechanisms that link this educational practice to student outcomes. In this study, we draw on the constructivist theory of learning to identify potential mechanisms that may explain the relationship between clear and organized instruction and academic performance. Results from the Wabash National Study of Liberal Arts Education, including an analytical sample of 7116 students attending 38 four-year institutions in the USA, indicate that three mechanisms examined—faculty interest in teaching and student development, academic motivation, and academic engagement—explain almost two-thirds of the relationship between clear and organized instruction and first-year GPA. When students experience greater exposure to clear and organized instruction, they perceive their faculty as being more invested in their learning and development, and they report being more academically motivated and engaged in their studies. Moreover, students who enter college less academically prepared benefit more from exposure to clear and organized instruction. 相似文献
18.
Michael Delucchi 《Teaching in Higher Education》2013,18(4):447-460
College teachers in the sciences and professional studies have endorsed collaborative learning group strategies for teaching undergraduate statistics courses, but few researchers provide empirical evidence that students’ quantitative skills actually increase as a result of the collaborative experience. Assessment of the efficacy of collaborative learning group techniques is frequently subjectively based, and often relies on casual comments from students or faculty. Despite this shortcoming, instructors searching for new and effective ways of teaching quantitative courses continue to experiment with collaborative pedagogy. Consequently, an exploration of the effectiveness of collaborative teaching modalities on students’ statistical knowledge seems warranted. This study examined the relationship between performance on collaborative learning group assignments and students’ examination scores in statistics. Data were derived from 270 students enrolled in nine sections of a social statistics course, taught between 1996 and 2004. The results both challenge and support the efficacy of collaborative learning groups, and suggest that faculty modify such techniques when evidence of student learning cannot be empirically linked to the collaborative experience. 相似文献
19.
Abstract Universities have been challenged as teaching as well as research institutions. On the one hand, universities have been required to teach more students and pay more attention to quality of teaching and educational programmes; on the other hand, there has been increasing focus on faculty research performance. This paper examines whether these are conflicting demands, or whether university faculty are able to fulfil these requirements simultaneously. In Norway, the number of university students almost doubled between 1987 and 1995. Norway is, therefore, a sound case to examine the impact of massification on university research. 相似文献
20.
Tzy-Ling Chen Tzu-Jung Chen 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(5):683-693
This study examined attitudes of university faculty specialising in the field of human resource (HR) in Taiwan towards participation in the teaching of online courses using the theory of reasoned action (TRA). The population targeted for investigation consisted of the full‐time university faculty in the HR field in Taiwan regardless of their experience in the teaching online courses of any kind. Survey development included a detailed literature review to identify beliefs that guided measurement construction and followed the guidelines recommended by Ajzen and Fishbein (1980 ) to ensure construct validity. Data were collected on TRA constructs and demographic variables using the questionnaire mailed to 278 faculty members targeted for the study. A 42% (n = 116) response rate was achieved after one round of the follow‐up through emailing. The significant predictor variables, attitude and subjective social norm were confirmed. In other words, results of analyses evidenced the contribution of TRA to explaining the underlying beliefs that enhance or thwart participation. Additionally, faculty in this study possessed positive attitudes towards the participation in online teaching, and further analyses supported the use of TRA in this research context. 相似文献