TY - JOUR
T1 - An output perspective on the teaching-research nexus
T2 - an analysis focusing on the United States higher education system
AU - Horta, Hugo
AU - Dautel, Vincent
AU - Veloso, Francisco M.
N1 - Funding Information:
This study makes use of cross-sectional data from the ‘National Study of Postsecondary Faculty 03–04’ survey (NSOPF 04; see: http://nces.ed.gov/surveys/nsopf/ index.asp), sponsored by the National Center for Education Statistics (NCES). The data set has a final sample population of slightly over 26,000 eligible faculty members in Title IV (i.e. those entitled to receive student assistance from the government) degree-granting public and not-for-profit higher education institutions in the United States. We filtered the data set to focus on faculty involved in academic activities and integrated into a specific organizational culture. First, we included only faculty employed at a given university for at least two years. This period was chosen based on the estimates of Long (1978), who concluded that an academic publication output after a brief period reflects the organizational publication structure of the institution in which the faculty is based. Second, we excluded faculty performing duties not related to academic activities (e.g. university administration and governance). After filtering the database, nearly 16,000 faculty members remained in our sample.
PY - 2012/3
Y1 - 2012/3
N2 - This empirical study demonstrates that teaching and research can be leveraged synergistically and contribute to research outputs. In particular, it is critical to consider the nature of the learning environment associated with the teaching effort. First, by distinguishing between graduate and undergraduate education, the authors conclude that involvement in graduate teaching can play a significant role in driving research output. Moreover, both undergraduate and graduate students can provide a valuable contribution to the productivity of faculty members if integrated in research activities where teaching and research are combined within a learning perspective.
AB - This empirical study demonstrates that teaching and research can be leveraged synergistically and contribute to research outputs. In particular, it is critical to consider the nature of the learning environment associated with the teaching effort. First, by distinguishing between graduate and undergraduate education, the authors conclude that involvement in graduate teaching can play a significant role in driving research output. Moreover, both undergraduate and graduate students can provide a valuable contribution to the productivity of faculty members if integrated in research activities where teaching and research are combined within a learning perspective.
KW - Academic research
KW - Impact of graduate students on research results
KW - Impact of undergraduate students on research results
KW - Teaching-research nexus
UR - http://www.scopus.com/inward/record.url?scp=84858230924&partnerID=8YFLogxK
U2 - 10.1080/03075079.2010.503268
DO - 10.1080/03075079.2010.503268
M3 - Article
AN - SCOPUS:84858230924
SN - 0307-5079
VL - 37
SP - 171
EP - 187
JO - Studies in Higher Education
JF - Studies in Higher Education
IS - 2
ER -