ERG SES H 13, Research in Higher Education
The most basic activities of the universities are seen as research and teaching. These two tasks assumed by universities are reflected not only as an effective instructor but also as a loading to publish at national and international level for academician. For this reason, being academicians is a profession that requires intensive effort and activity and requires responsibility, effort and love through activities such as teaching, scientific research, examination, writing books and articles. There are different opinions as to which tasks of universities and faculty members are priorities. In spite of the rapid changes at the point reached today, two activities are generally important in the evaluation of the instructor. The first one is teaching competence and the other is research and publication competence (Pedro, 2009).Within the scope of this research, it is aimed to determine the views of academicians about models long term research that explain the relationship between research and teaching in the context of discussions about separation and not separation and to make comparisons on the basis of science, position, gender and country.
One of the main tasks of academics is teaching. Teaching also includes developing students' knowledge and skills, transferring and improving knowledge. The aim of the teaching is to educate students who are actively learning, critical and creative. Pedagogical practices should be carefully planned, evaluated and be directly related to the subject taught (Boyer, 1990). Lectures are not a mechanical work, but a continuous development. Because teaching requires good communication with students, it requires a central responsibility (Powell, Barrwtt and Shanker, 1983).
Universities expect conducting research and publish results of datas besides teaching from academicians. These researches carried out by academicians provide the progress of science (Wissema, 2009; Odabaşı and the others, 2010). The separation of research and teaching careers, in other words, the flexibility of the profession is one of the issues discussed in Europe. The flexibility of the profession is the subject of discussions such as separating the careers of research and teaching, separating the research and teaching incentives, changing the conditions of being to academicians, expanding the requirements related to teaching, creating new research and teaching positions and separation of public personnel and being academicians (Pedro, 2009). Hattie and Marsh (1996) and Zaman (2004) discuss the relationship between academicians' research productivity and teaching success. Hattie and Marsh (1996) describe seven models and three types of relationship between research and teaching as positive, negative and zero. These models are: Scarcity, different personality and different award, traditional wisdom and the -g –model, different institutions, unrelated personality and bureaucratic resource models. In addition to this approach, complex relationships were added by researchers and defined two arguments on teaching and research.
Scarcity model: The teaching time and research time are negatively related.
Different personality: The personality character between teaching and research is negatively related. Researchers love loneliness, instructive love community.
Different prizes: Research and teaching is motivated by different rewarding systems.
Traditional wisdom: Research performance is a presupposition for good teaching.
G- model: Research and teaching in the background share similar qualities (High interest, creativity, critical thinking).
Mutual nurturing: Research and teaching nourish each other.
Different institutions: There is no common dimension of research and teaching.
Unrelated personality: Personality traits of researchers and instructive are vertical to each other.
Bureaucratic resources: If research and teaching budget is different, better resources can be provided and quality increases.
Teaching focus: While teaching has a positive effect on research, research has a negative impact on teaching.
Research focus: While teaching affects the research negatively, research positively affects teaching.
In this research, which was conducted by Hattie and Marsh in order to reveal the views of European academicians about the 11 models and claims of the relationship between research and teaching, is a descriptive survey model one of the quantitative research methods. The data collection tool developed by the researchers is delivered to academicians online. At least 500 academicians will be reached within the scope of the research. In addition, there will be found similarities and differences in the fields of science, position, gender and countries.
Empirical studies are needed as the relationship between research and teaching continues to maintain its place in the debate on the separation of these careers. Therefore, in this study, the most basic functions of academicians will be the views of the relationship between teaching and research. In general, the rise of academics as a position is directly related to their research performance. Therefore, it is predicted that the Scarcity model will be supported but there will be differentiation in gender and science. However, it is possible that academicians especially working in the fields of social sciences can also come to the fore. According to the findings of the research, suggestions on separation of teaching and research careers will be presented.
Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate, Carnegie foundation for the advancement of teaching. princeton. http://files.eric.ed.gov/fulltext/ED326149 Hattie, J. & Marsh, H. W. (1996).The relationship between research and teaching - A meta-analysis. Review of Educational Research, 66 (4), 507-542. Odabaşı, F. Fırat, M. İzmirli, S. Çankaya, S. & Mısırlı, A. (2010). To be an academician in a globalizing world. Anadolu University Journal of Social Sciences, 10 (3) .127-142. Pedro, F. (2009). Continuity and change in the academic profession in European countries. Higher Education in Europe, 34 (3-4), 411-429. Powell, J. P. Barrett, E. & Shanker, V. (1983). How academics view their work. Higher Education, 12, 297-313. Wissema, J.G. (2009). Towards the Third Generation University: Managing the University inTransition. Cheltenham: Edward Elgar Publishing. ISBN-13: 978-1848442160. Zaman, M. Q. (2004). Review of the academic evidence on the relationship between teaching and research in higher education. London: Department for Education and Skills.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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