The Research-Teaching Nexus: Not merely an enduring myth
Higher Education Forum 17 巻
69-97 頁
2020-03 発行
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この文献の参照には次のURLをご利用ください : https://doi.org/10.15027/48955
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HigherEducationForum_17_69.pdf
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種類 :
全文
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タイトル ( eng ) |
The Research-Teaching Nexus: Not merely an enduring myth
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作成者 |
Zhang Li-fang
Horta Hugo
Jung Jisun
Postiglione Gerard A.
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収録物名 |
Higher Education Forum
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巻 | 17 |
開始ページ | 69 |
終了ページ | 97 |
収録物識別子 |
[PISSN] 2432-9614
[NCID] AA1187795X
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抄録 |
For more than a century, whether or not the research-teaching nexus exists has remained an intensely debated issue in the global academy at both the conceptual and empirical levels. Situating teaching styles within the context of teaching, conceptualizing research agendas as a dimension of research, and using academic self-efficacy as a mediator, the present study empirically investigated the research-teaching nexus. Participants were 256 academics in science, technology, engineering, and mathematics (STEM) fields from all of the eight institutions funded by the University Grants Committee in Hong Kong. In the context of participating in the “Academic Profession in the Knowledge-based Society” (APIKS) international survey between late 2017 and early 2018, the participants responded to a short version of the Multi-Dimensional Research Agendas Inventory, a short version of the Research-Teaching Efficacy Inventory, and two scales from the Thinking Styles in Teaching Inventory.
Results showed that academics’ research agendas statistically predicted their teaching styles – after age, gender, academic rank, and institutional ranking were considered. Furthermore,academic self-efficacy, especially research efficacy, provided a pathway from research agendas to one of the two teaching styles examined. Limitations and theoretical contributions of the research are discussed; and practical implications of the research findings are proposed for academics in STEM fields and for university senior managers. |
著者キーワード |
Teaching styles
research agendas
academic self-efficacy
Hong Kong academics
STEM fields
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内容記述 |
This research was funded by the General Research Fund (Grant number: 17604015) as administered by the University Grants Council of the Hong Kong Special Administrative Region, the People’s Republic of China.
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言語 |
英語
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資源タイプ | 紀要論文 |
出版者 |
Research Institute for Higher Education, Hiroshima University
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発行日 | 2020-03 |
出版タイプ | Version of Record(出版社版。早期公開を含む) |
アクセス権 | オープンアクセス |
収録物識別子 |
[ISSN] 2432-9614
[ISBN] 978-4-86637-024-8
[NCID] AA1187795X
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