Too Much Emphasis on Research? An Empirical Examination of the Relationship between Research and Teaching in Multitasking Environments
Saved in:
| Title: | Too Much Emphasis on Research? An Empirical Examination of the Relationship between Research and Teaching in Multitasking Environments |
|---|---|
| Language: | English |
| Authors: | Bak, Hee-Je, Kim, Do Han |
| Source: | Research in Higher Education. Dec 2015 56(8):843-860. |
| Availability: | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2015 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Teacher Researchers, Research Problems, Incentives, Teacher Effectiveness, Educational Quality, Attention, Time Management, Performance Based Assessment, College Faculty |
| Geographic Terms: | South Korea |
| DOI: | 10.1007/s11162-015-9372-0 |
| ISSN: | 0361-0365 |
| Abstract: | While the public is concerned that emphasizing research performance among university faculty results in inadequate attention to undergraduate teaching, research on the relationship between research and teaching in higher education has failed to confirm or deny the validity of this concern. To empirically test this popular concern, we examined how the change in performance-based incentive systems to improve faculty publications influenced student evaluations of their teaching in a Korean university. The analysis of a panel dataset of individual faculty members shows that financial incentives on research rather than teaching could have redirected attention of some professors from teaching to research, thus reducing teaching quality, as proposed by advocates of multitasking theory. Therefore, these findings suggest that, when multiple tasks are significant to organizational values, the incentive structure must assure that each task or activity offers professors the same marginal return on their efforts. |
| Abstractor: | As Provided |
| Number of References: | 67 |
| Entry Date: | 2015 |
| Accession Number: | EJ1081230 |
| Database: | ERIC |
| Abstract: | While the public is concerned that emphasizing research performance among university faculty results in inadequate attention to undergraduate teaching, research on the relationship between research and teaching in higher education has failed to confirm or deny the validity of this concern. To empirically test this popular concern, we examined how the change in performance-based incentive systems to improve faculty publications influenced student evaluations of their teaching in a Korean university. The analysis of a panel dataset of individual faculty members shows that financial incentives on research rather than teaching could have redirected attention of some professors from teaching to research, thus reducing teaching quality, as proposed by advocates of multitasking theory. Therefore, these findings suggest that, when multiple tasks are significant to organizational values, the incentive structure must assure that each task or activity offers professors the same marginal return on their efforts. |
|---|---|
| ISSN: | 0361-0365 |
| DOI: | 10.1007/s11162-015-9372-0 |
