Teaching and Research in Contemporary Higher Education: Systems, Activities and Rewards

420 Pages·2014·4.55 MB·English

by  William K. Cummings

The Changing Academy – The Changing Academic Profession
in International Comparative Perspective 9
Jung Cheol Shin
Akira Arimoto
William K. Cummings
Ulrich Teichler E ditors
Teaching and
Research in
Contemporary
Higher Education
Systems, Activities and Rewards
Teaching and Research in Contemporary
Higher Education
The Changing Academy – The Changing Academic Profession
in International Comparative Perspective 9
Series Editors
William K. Cummings, The George Washington University, Washington, USA
Akira Arimoto, Kurashiki Sakuyo University, Kurashiki City, Okayama, Japan
Editorial Board
Jürgen Enders, University of Twente, Enschede, the Netherlands
Amy Metcalfe, the University of British Columbia, Vancouver, Canada
Christine Musselin, CSO Research Interests Higher Education and Research, Paris, France
Rui Santiago, University of Aveiro, Portugal
Simon Schwartzman, Institute for Studies and Labour and Society, Rio de Janeiro, Brazil
Ulrich Teichler, University of Kassel, Germany
Charles Wohluter, Northwest University, South Africa
Scope of the series
As the landscape of higher education has in recent years undergone signi fic ant changes, so
correspondingly have the backgrounds, specializations, expectations and work roles of
academic staff. The Academy is expected to be more professional in teaching, more productive
in research and more entrepreneurial in everything. Some of the changes involved have raised
questions about the attractiveness of an academic career for today’s graduates. At the same
time, knowledge has come to be identi fi ed as the most vital resource of contemporary
societies.
The Changing Academy series examines the nature and extent of the changes experienced by
the academic profession in recent years. It explores both the reasons for and the consequences
of these changes. It considers the implications of the changes for the attractiveness of the
academic profession as a career and for the ability of the academic community to contribute
to the further development of knowledge societies and the attainment of national goals. It
makes comparisons on these matters between different national higher education systems,
institutional types, disciplines and generations of academics, drawing initially on available
data-sets and qualitative research studies with special emphasis on the recent twenty nation
survey of the Changing Academic Profession. Among the themes featured will be:
1. Relevance of the Academy’s Work
2. Internationalization of the Academy
3. Current Governance and Management, particularly as perceived by the Academy
4. Commitment of the Academy
The audience includes researchers in higher education, sociology of education and political
science studies; university managers and administrators; national and institutional
policymakers; of fi cials and staff at governments and organizations, e.g. the World Bank.
For further volumes:
http://www.springer.com/series/8668
Jung Cheol Shin (cid:129) Akira Arimoto
William K. Cummings (cid:129) Ulrich Teichler
Editors
Teaching and Research
in Contemporary Higher
Education
Systems, Activities and Rewards
Editors
Jung Cheol Shin Akira Arimoto
Department of Education Research Institute for Higher Education
Seoul National University Kurashiki Sakuyo University
Gwanak-gu, Seoul Kurashiki, Okayama, Japan
Korea, Republic of (South Korea)
Ulrich Teichler
William K. Cummings INCHER
Graduate School of Education and HD University of Kassel
George Washington University Kassel, Germany
Washington, DC, USA
ISBN 978-94-007-6829-1 ISBN 978-94-007-6830-7 (eBook)
DOI 10.1007/978-94-007-6830-7
Springer Dordrecht Heidelberg New York London
Library of Congress Control Number: 2013944914
© Springer Science+Business Media Dordrecht 2014
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Preface
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 interna-
tional comparative study entitled Changing Academic Profession (CAP), which
commenced in 2006. 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 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.
As an effort to open the “black box,” the Carnegie Foundation initiated the
fi rst international comparative studies on academic profession in 1992 in which
12 countries participated. Since then, there have been signifi cant changes in gover-
nance and management, fi nance, and research systems as well as changes in the
demographics of academics. This book discusses and analyzes how academics
conduct their teaching and research in their own contexts. In addition, the book pays
attention to recent changes in governance and management and, specifi cally, to the
new public management in place in many countries and how managerialism affects
academics’ teaching and research activities. Finally, this book seeks to address the
issue of the teaching and research nexus, a controversial topic in higher education
research, using comparative data.
With the growth of technology-based industrial development in the knowledge
economy, the balance between teaching and research has been increasingly moving
toward research in the advanced higher education systems. The strong emphasis on
research has shifted academics’ interest within education and has led to complaints
from students in many countries including the USA. This issue was brought to a
head by Ernest L. Boyer in his Scholarship Reconsidered (1990), where he
v
vi Preface
proposed discovery, teaching, application, and synthesis as the four dimensions of
academic scholarship. In his book, Boyer emphasized the other three dimensions as
being equal with discovery, which is original research. The book led to a major
discussion of the different dimensions of academic scholarship in the USA.
Follow-up discussions have been promoted by Glassick, Huber, and Maeroff in
their Scholarship Assessed (1997) and in F aculty Priorities Reconsidered by
O’Meara and Rice (2005). According to these studies, US higher education is lean-
ing toward a balance between teaching and research.
On the other hand , in many countries, higher education systems including some
emerging systems have been moving rapidly toward research in the 1990s and
2000s, thanks to the advent of global rankings. These countries began to emphasize
research in their resource allocation and prioritize research in faculty hiring and
promotion, thus aggressively attracting research-productive academics. As a result
of these policy changes, academics now tend to prefer research, allocate more time
to research, and as a result dedicate less time to teaching activities. These changes
raise a question about what is a university. Is a university a center for research or for
teaching? Is the phenomenon occurring in countries sensitive to global rankings or
is this a global phenomenon in the twenty-fi rst century? The CAP survey was
designed to address these issues. It includes w ide-ranging and detailed data on
academic teaching, research, and service activities as well as data on respondents’
academic training and demographics.
This book discusses these issues using empirical evidence. Specifi cally, the focus
is on how teaching and research are defi ned in each higher education system, how
teaching and research are preferred and conducted by academics, and how academ-
ics are rewarded by their institution. Further, the CAP data enable the authors to
address two interesting topics of comparative study. The fi rst topic is the similarities
and differences across different higher education systems in formulating and defi n-
ing teaching and research. The second topic is the policy initiatives of each govern-
ment to encourage their academics to shift their priority between teaching and
research or to balance the two.
This book consists of three main parts. Part I sets out a theoretical basis for the
teaching and research analysis. In Chap. 2 , Akira Arimoto introduces theory and
research on the nexus between teaching and research. In Chap. 3 , William K.
Cummings discusses how the patterns of research productivity differ across partici-
pating countries and what the determinants of academic productivity across the par-
ticipating countries in fact are. In Chap. 4 , Futao Huang discusses how teaching
activities differ across different higher education systems. The other chapters are
case studies of each higher education system. The case studies are presented in three
groups according to the relative emphasis on teaching or research . Part II deals with
the countries with a strong research tradition (e.g., Germany, Italy, the Netherlands,
Finland, Portugal, and Korea), Part III looks at the countries with a strong teaching
tradition (e.g., Mexico, Brazil, Argentina, Malaysia, and South Africa), and Part IV
discusses the countries with a balance between teaching and research (e.g., USA,
UK, Canada, and Australia).
Preface vii
Each case study also provides a descriptive analysis of the academic activities by
country. This analysis includes teaching and research environments, teaching and
research methods, teaching and research contents, and academic productivity.
Providing details of the academic activities will enable readers to better understand
the reality of teaching and research in each country as it transforms academia in the
twenty-fi rst century.
Finally, we offer thanks to Seungjung Kim, a Ph.D. candidate at Seoul National
University. We could not have completed the project without her help.
Jung Cheol Shin
Akira Arimoto
William K. Cummings
Ulrich Teichler

Contents
1 Teaching and Research in Contemporary Higher Education:
An Overview ............................................................................................ 1
William K. Cummings and Jung Cheol Shin
Part I Theoretical Basis
2 The Teaching and Research Nexus in the Third Wave Age ................ 15
Akira Arimoto
3 The Research Role in Comparative Perspective .................................. 35
William K. Cummings
4 Teaching and Curriculum Development Across Countries. ................ 45
Futao Huang
Part II Research Focused Systems
5 Teaching and Research in Germany: The Notions
of University Professors .......................................................................... 61
Ulrich Teichler
6 Teaching and Research at Italian Universities:
Continuities and Changes. ...................................................................... 89
Michele Rostan
7 The Changing Balance of Teaching and Research
in the Dutch Binary Higher Education System .................................... 113
Egbert de Weert and Harry van der Kaap
8 The Scholarly Question in Finland: To Teach or Not to Teach. .......... 135
Timo Aarrevaara, Ian R. Dobson, and Liisa Postareff
ix