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Autor/inn/en | Krakovich, Victor; Coates, Dennis; Shakina, Elena |
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Titel | Research-Teaching Nexus: The New Answer to the Old Question |
Quelle | In: Higher Education Quarterly, 77 (2023) 4, S.831-852 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Krakovich, Victor) ORCID (Coates, Dennis) ORCID (Shakina, Elena) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0951-5224 |
DOI | 10.1111/hequ.12435 |
Schlagwörter | Foreign Countries; Higher Education; Faculty Workload; Educational Research; Teacher Researchers; College Faculty; Undergraduate Study; Productivity; Theory Practice Relationship; Russia |
Abstract | The study tests 3 research hypotheses on the teaching-research nexus using the administrative data of the HSE University in Russia for 7 years. We confirmed the hypothesis that a lower classroom teaching load is associated with higher research output. Undergraduate courses have a relatively higher negative effect, especially on the probability of producing research output at all. A higher concentration of teaching in some semesters or quarters looks rather ineffective as a way to stimulate higher research productivity. Only a moderate share of English-taught classes (about 20% of the teaching load) is associated with higher research output and only for publications in good international journals. The empirical part of the study is based on zero-inflated Poisson and zero-inflated negative binomial models. This study comes to contribute to the development of literature discussing a mechanism and possible implications in teaching load composition as an essential part of the academic contract. (As Provided). |
Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |