The research-teaching nexus among academics from 15 institutions in Beijing, Mainland China

For long, the research-teaching nexus has maintained the interest of the scholarly community. The present study introduced a process variable-teaching styles-into the investigation of the association between research and teaching. The study adopted a predominantly quantitative-driven, mixed research...

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Bibliographic Details
Published in:Higher education 2015-09, Vol.70 (3), p.375-394
Main Authors: Zhang, Li-Fang, Shin, Jung Cheol
Format: Article
Language:English
Subjects:
Academic publications
Attitude Measures
Ausland
Author productivity
Careers
China
China (Beijing)
Cognitive Style
Collaboration
College Faculty
Colleges & universities
Community
Correlation
Criteria
Demography
Education
Educational research
Expertise
Foreign Countries
Forschung
Higher Education
Hochschule
Hochschullehrer
Intellectual Disciplines
Inventory
Meta Analysis
Mixed Methods Research
Pedagogy
Productivity
Quantitative analysis
Questionnaires
Research design
Research Methodology
Surveys
Teacher Effectiveness
Teacher Researchers
Teaching
Teaching methods
Teaching Styles
Universities
University research
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Summary:For long, the research-teaching nexus has maintained the interest of the scholarly community. The present study introduced a process variable-teaching styles-into the investigation of the association between research and teaching. The study adopted a predominantly quantitative-driven, mixed research method design, with a questionnaire survey supplemented by insiders' views. Three hundred and fifty-four academics from 15 institutions in Beijing, P. R. China, responded to the Thinking Styles in Teaching Inventory and reported their research publications for 3 years. The quantitative findings suggested that after key demographics and contextual factors were controlled for, teaching styles were related to research productivity largely in the anticipated directions. Subsequently, four additional academics who met the criteria of possessing expertise in teaching styles and of having experiences as academics in China were invited to explain the quantitative findings concerning the relationships between specific teaching styles and particular types of publications. It was concluded that although the magnitude of the relationship between teaching and research is rather small, the research-teaching nexus does exist. Theoretical significance is discussed and practical implications of the findings are proposed for academics and for university senior managers.(HRK / Abstract übernommen).
ISSN:0018-1560
1573-174X
DOI:10.1007/s10734-014-9836-8