The teaching–research gestalt: the development of a discipline-based scale

David Marriott, Angus Duff

Research output: Contribution to journalArticleResearchpeer-review

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Abstract

This paper reports the development and empirical testing of a model of the factors that influence the teaching–research nexus. No prior work has attempted to create a measurement model of the nexus. The conceptual model is derived from 19 propositions grouped into four sets of factors relating to: rewards, researchers, curriculum, and students. The propositions are operationalised by 61 scale-items and empirically recomposed by a factor analysis on data obtained from 247 UK accounting academics. We demonstrate that, in the discipline of accounting, there are six factors that describe the positive effects of relations between academic research and teaching. We also identify five factors that militate against productive relations between the two. This double-edged sword we term the teaching–research gestalt: although faculty research can be beneficial to teaching and vice versa, there can also be negative effects. The relationship between academic research and teaching therefore requires judicious management.
Original languageEnglish
Pages (from-to)2406-2420
Number of pages14
JournalStudies in Higher Education
Volume42
Issue number12
Publication statusPublished - 21 Mar 2016

Keywords

  • Teaching and research links
  • Reward system
  • Scholarship of teaching
  • Staff
  • Teaching and research staff

Cite this

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The teaching–research gestalt: the development of a discipline-based scale. / Marriott, David; Duff, Angus.

Vol. 42, No. 12, 21.03.2016, p. 2406-2420.

Research output: Contribution to journalArticleResearchpeer-review

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