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Teaching and Research in Contemporary Higher Education

Systems, Activities and Rewards

  • Book
  • © 2014

Overview

Editors:
  1. Jung Cheol Shin

    1. , Dept. of Education, Seoul National University, Gwanak-gu, Seoul, Korea, Republic of (South Korea)

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  2. Akira Arimoto

    1. , Research Institute for Higher Education, Kurashiki Sakuyo University, Kurashiki, Okayama, Japan

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  3. William K. Cummings

    1. , Graduate School of Education and HD, George Washington University, Washington, USA

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  4. Ulrich Teichler

    1. , INCHER, University of Kassel, Kassel, Germany

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  • Focuses on how teaching and research are defined in each higher education system
  • Addresses the issue of the teaching and research nexus by using comparative data
  • Addresses the way academics are evaluated and rewarded by their institutions
  • Discusses how recent changes in governance and management affect academics’ teaching and research activities

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Table of contents (21 chapters)

  1. Front Matter

    Pages i-xxii
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  2. Teaching and Research in Contemporary Higher Education: An Overview

    • William K. Cummings, Jung Cheol Shin
    Pages 1-12

  3. Theoretical Basis

    1. Front Matter

      Pages 13-13
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    2. The Teaching and Research Nexus in the Third Wave Age

      • Akira Arimoto
      Pages 15-33

    3. The Research Role in Comparative Perspective

      • William K. Cummings
      Pages 35-44

    4. Teaching and Curriculum Development Across Countries

      • Futao Huang
      Pages 45-57

  4. Research Focused Systems

    1. Front Matter

      Pages 59-59
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    2. Teaching and Research in Germany: The Notions of University Professors

      • Ulrich Teichler
      Pages 61-87

    3. Teaching and Research at Italian Universities: Continuities and Changes

      • Michele Rostan
      Pages 89-112

    4. The Changing Balance of Teaching and Research in the Dutch Binary Higher Education System

      • Egbert de Weert, Harry van der Kaap
      Pages 113-133

    5. The Scholarly Question in Finland: To Teach or Not to Teach

      • Timo Aarrevaara, Ian R. Dobson, Liisa Postareff
      Pages 135-152

    6. Teaching and Research: Perspectives from Portugal

      • Rui Santiago, Sofia Branco Sousa, Teresa Carvalho, Maria de Lurdes Machado-Taylor, Diana Dias
      Pages 153-176

    7. Teaching and Research of Korean Academics Across Career Stages

      • Jung Cheol Shin, Jisun Jung, Yangson Kim
      Pages 177-196

  5. Teaching Focused Systems

    1. Front Matter

      Pages 197-197
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    2. The Divergent Worlds of Teaching and Research Among Mexican Faculty: Tendencies and Implications

      • Jesús Francisco Galaz-Fontes, Jorge G. Martínez-Stack, Etty H. Estévez-Nénninger, Laura Elena Padilla-González, Manuel Gil-Antón, Juan José Sevilla-García et al.
      Pages 199-220

    3. Research and Teaching in a Diverse Institutional Environment: Converging Values and Diverging Practices in Brazil

      • Simon Schwartzman, Elizabeth Balbachevsky
      Pages 221-235

    4. Current Challenges Facing the Academic Profession in Argentina: Tensions Between Teaching and Research

      • Mercedes Leal, Mónica Marquina
      Pages 237-254

    5. Teaching and Research in Malaysian Public Universities: Synergistic or Antagonistic?

      • Norzaini Azman, Vincent Pang, Morshidi Sirat, Aida Suraya Md Yunus
      Pages 255-276

    6. From Teachers to Perfect Humboldtian Persons to Academic Superpersons: The Teaching and Research Activities of the South African Academic Profession

      • Charl C. Wolhuter
      Pages 277-295

  6. Teaching and Research Balanced Systems

    1. Front Matter

      Pages 297-297
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Keywords

About this book

This book discusses how teaching and research have been weighted differently in academia in 18 countries and one region, Hong Kong SAR, based on an international comparative study entitled the Changing Academic Profession (CAP). It addresses these issues using empirical evidence, the CAP data. Specifically, the focus is on how teaching and research are defined in each higher education system, how teaching and research are preferred and conducted by academics, and how academics are rewarded by their institution.   Since the establishment of Berlin University in 1810, there has been controversy on teaching and research as the primary functions of universities and academics. The controversy increased when Johns Hopkins University was established in 1876 with only graduate programs, and more recently with the release of the Carnegie Foundation report Scholarship Reconsidered by Ernest L. Boyer in 1990. Since the publication of Scholarship Reconsidered in 1990, higher education scholars and policymakers began to pay attention to the details of teaching and research activities, a kind of ‘black box’ because only individual academics know how they conduct teaching and research in their own contexts.  

Editors and Affiliations

  • , Dept. of Education, Seoul National University, Gwanak-gu, Seoul, Korea, Republic of (South Korea)

    Jung Cheol Shin

  • , Research Institute for Higher Education, Kurashiki Sakuyo University, Kurashiki, Okayama, Japan

    Akira Arimoto

  • , Graduate School of Education and HD, George Washington University, Washington, USA

    William K. Cummings

  • , INCHER, University of Kassel, Kassel, Germany

    Ulrich Teichler

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