Skip to main content

Advertisement

SpringerLink
Log in

Investigating the myth of the relationship between teaching and research in higher education: A review of empirical research

  • Published:
Studies in Philosophy and Education Aims and scope Submit manuscript

Abstract

Despite the widespread belief in a positive influence of research on education, the empirical evidence is lacking (Hattie and Marsh 1996). Several authors have questioned the appropriateness of the operationalisation of both aspects of the relation between teaching and research. This article takes a closer look at the research questions in empirical studies on the nexus between teaching and research and examines the used variables and their measurement techniques. The study reveals that the used variables and their operationalisation are diverse as well as limited. There is for example a diversity in the investigated population, the level of analysis (individual faculty, department, institutions), the nature of the institutions investigated or the questionnaires used. The operationalisation of both teaching and research is limited. Student learning or the way research is integrated into teaching are virtually absent and the measurement of research is mostly confined to the quantity of the research output. This calls for a more systematic research agenda in which student learning is investigated along with more fine grained measures of teaching and in which the relation of these two indicators and the research proficiency of faculty are looked at.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • *Allen, M. (1995, February). Research productivity and positive teaching evaluations: Examining the relationship using meta-analysis. (Paper presented at the annual meeting of the Western States Communication Association, Portland, OR).

  • Braeckman, T., Elen, J., Hellemans, M. & Simons, M. (2004). Modellen van de koppeling onderzoek-onderwijs aan universiteiten: het (nationale) verleden en het Europese (globale) heden [Models on the relation between research and education at universities: The (national) history and the European (global) present]. Leuven, Belgium: University of Leuven, Centrum voor Fundamentele Pedagogiek.

  • *Braxton, J. M. (1996). Contrasting perspectives on the relationship between teaching and research. New Directions for Institutional Research, 90, 5–14.

    Article  Google Scholar 

  • *Bray, N. J., Braxton, J. M., & Smart, J. C. (1996). Research activity and the support of undergraduate education. New Directions for Institutional Research, 90, 23–29.

    Article  Google Scholar 

  • Brew, A. (1999). Research and teaching: Changing relationship in a changing context. Studies in Higher Education, 24, 291–301.

    Article  Google Scholar 

  • Brew, A. (2003). Teaching and research: New relationships and their implications for inquiry-based teaching and learning in higher education. Higher Education Research & Development, 22, 3–18.

    Article  Google Scholar 

  • Brew, A., & Boud, D. (1995). Teaching and research: Establishing the vital link with learning. Higher Education, 29, 261–274.

    Article  Google Scholar 

  • Brown, R. B., & Mc Cartney, S. (1998). The link between research and teaching: Its purpose and implications. Innovations in Education and Training International, 35, 117–129.

    Google Scholar 

  • Casar, J. R. (2000). Encouraging students’ attitudes of innovation in research universities. European Journal of Engineering Education, 25, 115–121.

    Article  Google Scholar 

  • Clark, B. R. (1997). The modern integration of research activities with teaching and learning. The Journal of Higher Education, 68, 241–255.

    Article  Google Scholar 

  • *Colbeck, C. L. (1998). Merging in a seamless blend. How faculty integrate teaching and research? The Journal of Higher Education, 69, 647–671.

    Article  Google Scholar 

  • Deem, R. (2006). Conceptions of contemporary European universities: To do research or not to do research. European Journal of Education, 41, 281–304 .

    Article  Google Scholar 

  • *Durning, B., & Jenkins, A. (2005). Teaching/research relations in departments: The perspectives of built environment academics. Studies in Higher Education, 30, 407–426.

    Article  Google Scholar 

  • Elen, J. (2003). Reality of excellence in higher education: The case of guided independent learning at the Katholieke Universiteit Leuven. In E. De Corte (Ed.), Excellence in higher education (pp. 109–126). London: Portland Press.

    Google Scholar 

  • Elsen, M., van Driel, J., Groot, K., van der Rijst, R., & Visser, G. (2005). Researchintensief onderwijs. Hoe kan de universiteit Leiden zich hiermee profileren? (Conceptrapport versie 3 mei 2005) [Research intensive education. How can the University of Leiden create a clear profile with it?]. Leiden: ICLON- Hoger Onderwijs.

  • *Euwals, R., & Ward, M. E. (2005). What matters most: Teaching or research? Empirical evidence on the remuneration of British academics. Applied Economics, 37, 1655–1672.

    Article  Google Scholar 

  • *Fox, M. F. (1992). Research, teaching, and publication productivity: Mutuality versus competition in academia. Sociology of Education, 65, 293–305.

    Article  Google Scholar 

  • *Gottlieb, E. E., & Keith, B. (1997). The academic research-teaching nexus in eight advanced-industrialized countries. Higher Education, 34, 397–420.

    Article  Google Scholar 

  • *Hattie, J., & Marsh, H. W. (1996). The relationship between research and teaching: A meta-analysis. Review of Educational Research, 66, 507–542.

    Article  Google Scholar 

  • Healey, M. (2005). Linking research and teaching: Exploring disciplinary spaces and the role of inquiry-based learning. In R. Barnett (Ed.), Reshaping the university. New relations between research, scholarship and teaching (pp. 67–78). Berkshire: Open University Press.

    Google Scholar 

  • Hughes, C., & Tight, M. (1995). Linking university teaching and research. Higher Education Review, 28, 51–64.

    Google Scholar 

  • Jenkins, A. (2000). The relationship between teaching and research: Where does geography stand and deliver? Journal of Geography in Higher Education, 24, 325–351.

    Article  Google Scholar 

  • Jenkins, A., Breen, R., & Lindsay, R. (2003). Reshaping teaching in higher education. Linking teaching with research. London: Kogan Page.

    Google Scholar 

  • *Kim, M. M., Rhoades, G., & Woodard, D. B. (2003). Sponsored research versus graduating students? Intervening variables and unanticipated findings in public research universities. Research in Higher Education, 44, 51–81.

    Article  Google Scholar 

  • *Kreber, C. (2000). How university teaching award winners conceptualise academic work: Some further thoughts on the meaning of scholarship. Teaching in Higher Education, 5, 61–78.

    Article  Google Scholar 

  • *Kyvik, S., & Smeby, J.-C. (1994). Teaching and research. The relationship between the supervision of graduate students and faculty research performance. Higher Education, 28, 227–239.

    Article  Google Scholar 

  • *Leslie, P., Harvey, L. K., & Leslie, G. (1998). Chief academic officers’ perceptions of the relationship between faculty research and undergraduate teaching. Sociological Spectrum, 18, 185–199.

    Article  Google Scholar 

  • *Lindsay, R., Breen, R., & Jenkins, A. (2002). Academic research and teaching quality: The views of undergraduate and postgraduate students. Studies in Higher Education, 27, 309–327.

    Article  Google Scholar 

  • *Marsh, H. W., & Hattie, J. (2002). The relation between research productivity and teaching effectiveness: Complementary, antagonistic or independent constructs? Journal of Higher Education, 73, 603–641.

    Article  Google Scholar 

  • *Martin, G. A. (1997). Teachers or researchers? The perceptions of professional role among university lectures. Innovations in Education and Training International, 34, 154–159.

    Google Scholar 

  • *Melland, H. I. (1996). Great researcher... good teacher? Journal of Professional Nursing, 12, 31–38.

    Article  Google Scholar 

  • *Neumann, R. (1992). Perception of the teaching-research nexus: A framework for analysis. Higher Education, 23, 159–171.

    Article  Google Scholar 

  • *Neumann, R. (1994). The teaching research nexus: Applying a framework to university students’ learning experiences. European Journal of Education, 29, 323–338.

    Article  Google Scholar 

  • *Noser, T. C., Manakyan, H., & Tanner, J. R. (1996). Research productivity and perceived teaching effectiveness: A survey of economics faculty. Research in Higher Education, 37, 299–321.

    Article  Google Scholar 

  • Nybom, Th. (2003). The Humboldt legacy: Reflections on the past, present and future of the European University. Higher Education Policy, 2, 141–160.

    Article  Google Scholar 

  • *Olsen, D., & Simmons, A. (1996). The research versus teaching debated: Untangling the relationships. New Directions for Institutional Research, 90, 31–39.

    Article  Google Scholar 

  • Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students. Volume 2: A third decade of research. San Fransisco: Jossey-Bass.

    Google Scholar 

  • *Prosser, M., Martin, E., Trigwell, K., Ramsden, P., & Lueckenhausen, G. (2005). Academics’ experiences of understanding of their subject matter and the relationship of this to their experiences of teaching and learning. Instructional Sciences, 33, 137–157.

    Article  Google Scholar 

  • *Ramsden, M., & Moses, I. (1992). Associations between research and teaching in Australian higher education. Higher Education, 23, 273–295.

    Article  Google Scholar 

  • *Reinstein, A., & Laner, G. H. (1993). Scholarly research and teaching: Is there a disproportionate mix? Journal of Education for Business, 69, 49–55.

    Article  Google Scholar 

  • Rhodes, F. H. T. (2004). Reinventing the university. In L. E. Weber, & J. J. Duderstadt (Eds.), Reinventing the University (pp. 3–13). London: Economica.

    Google Scholar 

  • *Richardson, P., & Parker, R. S. (1992). Does research enhance or inhibit teaching? An exploratory study. Journal of Education for Business, 68, 79–84.

    Article  Google Scholar 

  • *Robertson, J., & Bond, C. H. (2001). Experiences of the relation between teaching and research: What do academics value? Higher Education Research & Development, 20, 5–19.

    Article  Google Scholar 

  • *Rowland, S. (1996). Relationships between teaching and research. Teaching in Higher Education, 1, 7–20.

    Article  Google Scholar 

  • *Shore, B. M., Pinker, S., & Bates, M. (1990). Research as a model for university teaching. Higher Education, 19, 21–35.

    Article  Google Scholar 

  • *Stack, S. (2003). Research productivity and student evaluation of teaching in social science classes. Research in Higher Education, 44, 539–556.

    Article  Google Scholar 

  • *Tanner, J. R., & Manakyan, H. (1992). Management-faculty research productivity and perceived teaching effectiveness. Journal of Education for Business, 67, 261–265.

    Article  Google Scholar 

  • Wallace, C. S., Tsoi, M. Y., Calkin, J., & Darley, M. (2003). Learning from inquiry-based laboraties in nonmajor biology: An interpretive study of the relationships among inquiry experience, epistemology, and conceptual growth. Journal of Research in Science Teaching, 40, 986–1024.

    Article  Google Scholar 

  • Woodhouse, D. (1998). Auditing research and the research/teaching nexus. New Zealand Journal of Educational Studies, 33, 39–53.

    Google Scholar 

  • Zaman, M. Q. (2004). Review of the academic evidence on the relationship between teaching and research in higher education (Research Report No 506). Nottingham: Department for education and skills. Retrieved April 14, 2006 from www.dfes.gov.uk/research/data/uploadfiles/RR506.pdf

  • Zamorski B. (2002). Research-led teaching and learning in higher education: A case. Teaching in Higher Education, 7, 411–426.

    Article  Google Scholar 

  • Zubrick, A., Reid, I. & Rossiter, P. (2001). Strengthening the nexus between teaching and research. Canberra: Department of Education, Training and Youth Affairs. Retrieved December 12, 2005, from http://www.dest.gov.au/archive/highered/eippubs/eip01_2/01_2.pdf

Download references

Author information

Authors and Affiliations

  1. Centre for Instructional Psychology and Technology, Katholieke Universiteit Leuven, Vesaliusstraat 2, P.O. Box 3770, Leuven, 3000, Belgium

    An Verburgh & Jan Elen

  2. Centre for Research and Development of Higher Education, Faculty of Behavioural Sciences, University of Helsinki, P.O. Box 9, Helsinki, 00014, Finland

    Sari Lindblom-Ylänne

Authors
  1. An Verburgh
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Jan Elen
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Sari Lindblom-Ylänne
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to An Verburgh.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Verburgh, A., Elen, J. & Lindblom-Ylänne, S. Investigating the myth of the relationship between teaching and research in higher education: A review of empirical research. Stud Philos Educ 26, 449–465 (2007). https://doi.org/10.1007/s11217-007-9055-1

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11217-007-9055-1

Keywords

Search

Navigation