Subjective Perceptions of the Teaching–Research Nexus and Occupational Stress at Universities

Daumiller, Martin; Dresel, Markus

doi:10.1026/0049-8637/a000194

Cited by 13 publications

(12 citation statements)

References 33 publications

(50 reference statements)

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“…As mentioned by Hagenauer and Volet (2014b) , teachers who primarily self-identify with their researcher role may hold different perceptions and values compared to those who identify more as a lecturer or supervisor. Indeed, empirical research documented that role conflicts between teaching and research and academics’ attitudes regarding the interrelatedness of these domains is tied to aspects of their well-being ( Daumiller and Dresel, 2018 , 2020 ). Extending this logic implies that not only switching between teaching and research roles, but also switching between different teacher roles (lecturer and supervisor) might be conflicting.…”

Section: Discussionmentioning

confidence: 99%

‘When They Struggle, I Cannot Sleep Well Either’: Perceptions and Interactions Surrounding University Student and Teacher Well-Being

et al. 2020

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A wealth of evidence has indicated that both students and teachers experience high levels of stress, burnout, and ultimately compromised well-being in the university context. Although numerous studies have investigated well-being among university students, and other studies have addressed well-being among university teachers, these lines of research are often conducted in isolation from one another. This is surprising, as the importance of considering reciprocal links between students and teachers has been suggested in several empirical studies. Additionally, when researching well-being in academia, the conceptualizations tend to differ from studyto-study. The present research therefore investigated how students and teachers conceptualize well-being at the university based on their personal experiences, as well as how student and teacher well-being interact. To examine this, six university students (50% female), and ten teachers (50% female) from Germany and the Netherlands participated in semi-structured interviews. Qualitative analysis using a multistage coding process revealed detailed insights concerning students' and teachers' perceptions of well-being that coincided with positive psychology, resilience, multifaceted, and basic psychological need fulfillment approaches. Moreover, an interaction between students' and teachers' well-being became apparent, including several factors such as the student-teacher relationship that in turn, contributed to both population's well-being. The present findings lend evidence toward a more coherent conceptualization of wellbeing and are discussed in terms of suggestions for initiatives that simultaneously support both populations, for example, through the student-teacher relationship.

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Section: Discussionmentioning

confidence: 99%

‘When They Struggle, I Cannot Sleep Well Either’: Perceptions and Interactions Surrounding University Student and Teacher Well-Being

et al. 2020

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“…When we explored the reciprocal influences of teaching and research with our interviews, they highlighted benefits and tensions. This reflects an ongoing debate in the literature about whether performance in teaching and research are positively correlated, known as the teaching-research nexus (Daumiller & Dresel, 2018;Marsh & Hattie, 2002;McKinley et al, 2020;Stappenbelt, 2013;Taylor, 2007).…”

Section: Summary Of Interviews On the Teaching-research Nexusmentioning

confidence: 99%

How academic sabbaticals are used and how they contribute to research – a small-scale study of the University of Cambridge using interviews and analysis of administrative data

Ioppolo

Wooding

2022

F1000Res

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Background: Academic sabbaticals are seen as an important aspect of academic life and require considerable resources, however, little research has been done into how they are used and whether their effects can be measured. We explored these issues at the University of Cambridge. Methods: A mixed method approach including 24 interviews with academics, eight interviews with administrators; alongside analysis of administrative and publication data between 2010 and 2019. Results: Academics underline the importance of sabbaticals in providing uninterrupted time for research that is used to think, explore new ideas, master new techniques, develop new collaborations, draw together previous work, set work in a wider context, and provide personal discretion in research direction. They also highlight sabbaticals’ contributions in allowing the beneficial effects of combining teaching and research, while mitigating some of the disadvantages. However, it is difficult to detect the effect of sabbaticals on publications using a time series approach. Conclusions: Sabbaticals provide manifold contributions to academic research at the University of Cambridge; however, detecting and quantifying this contribution, and extending these findings requires wider and more detailed investigation.

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“…We analyzed data from the first measurement timepoint of a longitudinal study involving 819 German university scholars (Daumiller & Dresel, 2018;Hein et al, 2019).…”

Section: Procedures and Samplementioning

confidence: 99%

University instructors’ implicit theories of intelligence, achievement goals for teaching, and teaching quality

Loderer

Dresel

Dickhäuser

et al. 2021

Educational Psychology

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University instructors' goals for teaching are important for teaching quality. However, studies examining factors that shape instructors' goal adoption are lacking. Using data from 785 instructors, we investigated whether implicit theories (ITs) about the malleability of intelligence constitute one such factor. Following achievement goal theory and Dweck's (1999) achievement motivation framework, we analyzed whether differences in teaching goals are attributable to differences in ITs, and whether goals mediate the relation between ITs and instructional quality. Structural equation modeling yielded the expected relations between goals and instructional quality (positive for mastery and performance approach goals; negative for performance avoidance and work avoidance goals). As hypothesized, stronger endorsement of incremental ITs was positively related to mastery, and negatively to work avoidance goals. However, ITs were unrelated to performance goals. Indirect effects of ITs on teaching quality via goals were significant but rather weak. Implications for research and fostering teaching motivation are discussed.

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Subjective Perceptions of the Teaching–Research Nexus and Occupational Stress at Universities

Cited by 13 publications

References 33 publications

‘When They Struggle, I Cannot Sleep Well Either’: Perceptions and Interactions Surrounding University Student and Teacher Well-Being

‘When They Struggle, I Cannot Sleep Well Either’: Perceptions and Interactions Surrounding University Student and Teacher Well-Being

How academic sabbaticals are used and how they contribute to research – a small-scale study of the University of Cambridge using interviews and analysis of administrative data

University instructors’ implicit theories of intelligence, achievement goals for teaching, and teaching quality

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