Factors perpetuating the research-teaching gap in management: A review and propositions

Burke-Smalley, Lisa A.; Rau, Barbara L.; Neely, Andrea R.; Evans, W. Randy

doi:10.1016/j.ijme.2017.08.004

Cited by 23 publications

(23 citation statements)

References 70 publications

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“…In the study, mentors' research competence was significantly positively correlated with educational competence (r = 0.621, p < 0.01). Like Burke-Smalley et al [26] argued that the ability to successfully integrate research and teaching is the essence of a university professor. In general, mentors should strengthen their comprehensive abilities, especially their research ability, in postgraduate education [27].…”

Section: Discussionmentioning

confidence: 99%

Competence of pharmacy mentors: a survey of the perceptions of pharmacy postgraduates and their mentors

Yue

Chen

2020

BMC Med Educ

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Background: Although mentorship can bring many benefits to medical education, mentors' need for professional development is typically ignored. This study aims to acquire insight into the development of pharmacy mentors' competence by comparing differences between mentors' and postgraduates' perspectives. Methods: We used ANOVAs, independent-sample T-tests and paired-sample T-tests to analyze data collected via an anonymous survey, which included a prepared questionnaire completed by 118 pharmacy mentors and 118 pharmacy postgraduates from 8 Chinese universities and colleges. Results: 1. Research competence, professional knowledge, and communication competence exhibited the highest means. 2. Research competence was highly correlated with communication competence and moderately correlated with professional knowledge, educational competence, academic achievement and supportive competence. 3. Mentors' educational competence was significantly more important to mentors than to postgraduates, and mentors' supportive competence was significantly more important to postgraduates than to mentors. 4. Educational competence, supportive competence and academic achievement were significantly more important to mentors with a bachelor's degree than to mentors with a master's or doctoral degree. 5. Research competence, educational competence and communication competence were significantly more important to female students than male students. Conclusions: Good mentors should possess three core competencies: research competence, professional knowledge and communication competence. They are related rather than independent. The construction of a harmonious mentoring relationship should take full account of a student's characteristics and expectations because graduate students care more about supportive competence and female students assign greater importance to mentors' competence than male students. There should be more development opportunities for less educated mentors, as they have a greater need to increase their competence than more qualified mentors.

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Section: Discussionmentioning

confidence: 99%

Competence of pharmacy mentors: a survey of the perceptions of pharmacy postgraduates and their mentors

Yue

Chen

2020

BMC Med Educ

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“…This paradigm means that researcher activity lacks interest and intellectual transcendence. As a result, researchers speed up and publish as many papers as they can [51]. Thus, the system only values research output, understood as published papers, and disregards the scientific and social interest.…”

Section: Dysfunctions Of the MMM And Its Effects Against The Public Umentioning

confidence: 99%

“…The ranking of a journal does not guarantee the quality of a paper published in it. Moreover, the gap between the prestige and relevance of, and the interest in, lecturers' teaching and researching activities widens with time, and teaching is increasingly disregarded [51].…”

Section: Dysfunctions Of the MMM And Its Effects Against The Public Umentioning

confidence: 99%

How and Why the Metric Management Model Is Unsustainable: The Case of Spanish Universities from 2005 to 2020

Jódar¹,

Poza²

2020

Sustainability

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The metric management model is a method based on quantitative indicators called metrics and is used to evaluate individuals and organizations. Organizations’ sustainability is related to risk and expectation concepts and both are, in turn, related to the metric management model (MMM). The main objective of the present research work is to analyze the MMM applied to the Spanish university system (SUS) and the propagation of its consequences. The secondary objective is to study alternatives to the metric management system applied to the SUS to avoid its negative socio-economic consequences. Our results reveal how applying the MMM to the SUS, based on the metric evaluation and the ranking monitor model, deteriorates research quality, students’ levels of education and working people’s well-being at university. Finally, university managerial boards, teased with the “mirror” of university rankings and the picture a simulacrum of reality, are still unaware of the damage.

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“…In the study, mentors' research competence was signi cantly positively correlated with educational competence (r = 0.622, p < 0.05). Like Burke-Smalley et al [31] argued that the ability to successfully integrate research and teaching is the essence of a university professor.…”

Section: The Correlations and Differences Among The Six Competencesmentioning

confidence: 99%

Competence of Pharmaceutical Mentors: A Survey of the Perceptions of Pharmaceutical Postgraduates and Their Mentors

Yue

Chen

2020

Preprint

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Abstract Background: Although mentorship can bring many benefits to medical education, mentors’ need for professional development is typically ignored. This study aims to acquire insight into the development of pharmaceutical mentors’ competence by comparing differences between mentors’ and postgraduates’ perspectives.Methods: We used ANOVAs, independent sample T-tests and paired-sample T-tests to analyze data collected via an anonymous survey including a prepared questionnaire completed by 118 pharmaceutical mentors and 118 pharmaceutical postgraduates from 8 Chinese universities and colleges.Results: 1. Research competence, professional knowledge, and communication competence exhibited the highest means. 2. Research competence was highly correlated with communication competence and moderately correlated with professional knowledge, educational competence, academic achievement and supportive competence. 3. Mentors’ educational competence was significantly more important to mentors than to postgraduates, and mentors’ supportive competence was significantly more important to postgraduates than to mentors. 4. Educational competence, supportive competence and academic achievement were significantly more important to mentors with a bachelor’s degree than to mentors with a master’s or doctoral degree. 5. Research competence, educational competence and communication competence were significantly more important to female students than male students.Conclusions: Good mentors should possess three core competencies: research competence, professional knowledge and communication competence. They are related rather than independent. The construction of a harmonious mentoring relationship should take full account of the student’s characteristics and expectations because graduate students care more about supportive competence and female students assign greater importance to mentors’ competence than male students. There should be more development opportunities for less educated mentors, as they have a greater need to increase their competence than more qualified mentors.

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Factors perpetuating the research-teaching gap in management: A review and propositions

Cited by 23 publications

References 70 publications

Competence of pharmacy mentors: a survey of the perceptions of pharmacy postgraduates and their mentors

Competence of pharmacy mentors: a survey of the perceptions of pharmacy postgraduates and their mentors

How and Why the Metric Management Model Is Unsustainable: The Case of Spanish Universities from 2005 to 2020

Competence of Pharmaceutical Mentors: A Survey of the Perceptions of Pharmaceutical Postgraduates and Their Mentors

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