Scholars and pub‐junkies: Perspectives on academic publishing

Erickson, Keith V.; Fleuriet, Cathy A.; Hosman, Lawrence A.

doi:10.1080/10417949609373022

Cited by 5 publications

(4 citation statements)

References 2 publications

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“…The findings from this study are of some interest in the light of the comment in a paper by three distinguished academics that "Academics must never surrender to the ethic that places teaching behind prolific publishing" (Erickson, Fleuriet and Hosman 1996). Marketing teachers in higher education are clearly committed to research and resist attempts to give them more teaching as this is perceived as reducing the time available for research activities.…”

Section: Conclusion and Implications For Further Researchmentioning

confidence: 93%

“…In a paper where the researchers criticise prolific publishing for its own sake some academics (Erickson, Fleuriet and Hosman 1996) argue that scholarship should be the more importantly prized characteristic of an academic. However they acknowledge that the current academic climate encourages junior academics to put teaching and scholarship secondary to getting published.…”

mentioning

confidence: 98%

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How do marketing academics view research as opposed to teaching? A projective technique puts some qualitative flesh on the quantitative bones

Boddy¹,

Ennis²

2007

Mark. Rev.

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IntroductionThe relative merits of teaching versus research have probably been debated in academic circles since teaching began but this has no doubt intensified after the adoption of the US style 'research output (i.e. getting published) as an indicator of quality' measure in UK and other universities around the world. This paper investigates the attitudes of marketing academics towards research and towards teaching using a short questionnaire and encompassing This paper looks at the breadth and strength of attitudes towards teaching vis-à-vis attitudes towards research of a sample of research-active marketing academics. Utilising a projective technique to uncover findings it shows that strong feelings are associated with the presented scenarios of marketing academics doing less research and more teaching or more research and less teaching. Marketing academics commonly believe that their promotion prospects are associated with their research output and therefore strongly resent attempts to curtail their research activities in favour of taking on more teaching responsibilities. The research suggests that a minority of marketing academics will immediately start looking for alternative employment if their research opportunities are to be diminished so that they can do more teaching. The majority will resent their increased teaching load and feel antipathy towards the perceived source of that increased teaching load. A criticism of research into teaching and research has been its statistical nature and a reported lack of in-depth understanding at the individual level (Durning and Jenkins 2005). This paper arguably provides such an understanding at the individual level which goes beyond the merely rational to show the depths of feelings academics have towards teaching and conducting research and to trading off one against the other.

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Section: Conclusion and Implications For Further Researchmentioning

confidence: 93%

mentioning

confidence: 98%

How do marketing academics view research as opposed to teaching? A projective technique puts some qualitative flesh on the quantitative bones

Boddy¹,

Ennis²

2007

Mark. Rev.

View full text Add to dashboard Cite

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“…Publishing thus confers increased professional standing on an author, can lead to job offers (Magus, 1987;Schweser, 1983;Erickson et al, 1996) and invitations to write or speak at conferences or seminars (Hunt, 1988), may improve promotional prospects (Henson, 2001), and will generally create career opportunities. It can also increase the standing of the academic department in which the published author researches (Erickson et al, 1996). Clapham (2005) notes that academics new to academia are normally advised that being published leads to greater academic career advantages than otherwise.…”

Section: The Importance Of Publications To Universities and Academicsmentioning

confidence: 99%

“…Nevertheless, some academics will acknowledge that the current academic climate encourages junior academics to make teaching a secondary objective to the primary objective of getting published (Erickson et al, 1996). Perhaps, because of this environment, academics see undertaking research as an important part of their academic identities (Durning and Jenkins, 2005).…”

Section: What Is Scholarly Activity?mentioning

confidence: 99%

Academia marketing myopia and the cult of the PhD

Boddy

2007

Marketing Intelligence &Amp; Planning

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Purpose -This paper aims to investigate and comment critically on the influence that an observable career requirement for marketing academics, the PhD, has on their teaching, their research, and the much-debated "gap" between marketing academics and marketing practitioners. Design/methodology/approach -A review of the literature and of secondary sources of general data is combined with the author's own past research findings to arrive at a coherent, personal point of view. Findings -A strong focus on "scientific" research in the marketing discipline has caused a form of academic myopia, and precipitated a debate on the role of research in business schools, somewhat belatedly. The conclusion in this paper is that academic research skills, and doctoral study in particular, are not a de facto prerequisite for effective teaching of an applied discipline to future practitioners. The PhD is not necessarily the good predictor of future publication that it is assumed to be. The research output of doctoral researchers, typically with little or no business, is seen as irrelevant by business, contributing to the academic-practitioner divide. Practical implications -The findings link current recruitment policies with future performance, and rekindle the debate on the pernicious role of the PhD in marketing education. Originality/value -The author dares to question the research foundations on which modern universities have built themselves, and the role of doctoral research in the transmission of knowledge from business schools to business.

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