Research and Teaching: The Changing Views and Activities of the Academic Profession
A close link between teaching and research is widely viewed as desirable by academics throughout the world. Indeed, it is considered to be an essential feature of the modern university over the last about two centuries. However, we note differences across
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Research and Teaching: The Changing Views and Activities of the Academic Profession
5.1
Conceptual Framework
A close link between teaching and research is widely viewed as desirable by academics throughout the world. Indeed, it is considered to be an essential feature of the modern university over the last about two centuries. However, we note differences across countries and institutions both in the relative emphasis placed on research and teaching as well as in the understanding of the relationship between teaching and research. In the Carnegie International Survey of the Academic Profession undertaken in the early 1990s, Arimoto and Ehara (1996) proposed a tripartite classification of research and teaching orientations: (a) a German type with a prevailing strong research orientation, (b) an Anglo-Saxon type with a more or less balanced emphasis on research and teaching and (c) a Latin American type with a strong teaching orientation. In the recent public debates on the changing function of higher education, much emphasis has been placed on the research function as the principle characteristic of ‘world-class universities’, so much so that one might assume that academia in recent years has come to stress the research orientation over teaching. But in contrast is the continuing growth of enrolment rates in higher education which has led to enhanced attention being paid to the teaching function of higher education—in part, because the tertiary level sectors that have experienced the most rapid growth in many countries are those where teaching and learning are paramount—for example, in community colleges, technical institutes and distance educations providers. Particularly in these sectors much attention is being devoted to professionalising the teaching competencies of the professoriate. As many of the questions posed in the comparative survey of the academic profession conducted in the early 1990s have been asked again in the 2007 ‘Changing Academic Profession’ (CAP) study, it is possible to examine how the roles of research and teaching have changed as well as what the members of the academic professions think about these changes. It is possible, for example, to explore whether the Humboldtian ideal emerging in the early nineteenth century, according to which U. Teichler et al., The Changing Academic Profession, The Changing Academy – The Changing Academic Profession in International Comparative Perspective 1, DOI 10.1007/978-94-007-6155-1_5, © Springer Science+Business Media Dordrecht 2013
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5 Research and Teaching: The Changing Views and Activities…
Fig. 5.1 Framework of research, knowledge, academic work and nexus between research, teaching and service. Source: Based on Arimoto 2010
research is the driving force in shaping the relationship between research and teaching, has spread over a larger number of countries and whether research also has become more important in countries which have remained basically within the tradition of the Anglo-Saxon and Latin American types. And it is possible as w
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