Teaching, research and scholarship in different disciplines

Moses, Ingrid

doi:10.1007/bf00133898

Cited by 77 publications

(38 citation statements)

References 10 publications

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“…Recently, as Jenkins (2004, p. 7) reports, ''a range of new research areas have developed, including how issues of departmental and institutional structures, cultures and policies shape teaching-research relations, and how the character of disciplines, and their conceptions of knowledge and forms of research, impact on teaching-research relations''. For example, academics tend to perceive the unity between teaching and research differently depending on their disciplinary background (Moses 1990;Becher and Trowler 2001;Healey 2005).…”

Section: Different Views On the Teaching-research Nexusmentioning

confidence: 99%

The balance between teaching and research in Dutch and English universities in the context of university governance reforms

2009

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The expectations and demands with respect to teaching and research have been changing for universities due to changes in their institutional environments. Born out of changing national research policies and modern governance arrangements, efficiency, effectiveness and output-oriented cultures have become increasingly important. In this article we ask the question of what the consequences of these changing institutional environments are for the teaching-research nexus as experienced by academics at universities. We explore the changing practices of teaching and research in eight research units in research-led universities in England and The Netherlands. The sources of our empirical investigation are documentary evidence as well as interview data from 48 academics in biotechnology and medieval history. Our findings suggest that teaching and research are increasingly falling apart as two distinct activities. Success or failure in research acquisition and performance assessments has serious implications for the work portfolios in terms of teaching and research load of the research units.

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Section: Different Views On the Teaching-research Nexusmentioning

confidence: 99%

The balance between teaching and research in Dutch and English universities in the context of university governance reforms

2009

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“…We defined secondary research as that which analyzed existing sources such as term papers or previous publications and did not involve interaction with human participants directly (Persaud, 2012). We noted that although conceptual research was more difficult to define and was sometimes referred to as scholarship, it is mainly concerned with theoretical understandings, including descriptive studies and historical analyses (Moses, 1990;Thyer, 2011). For the purposes of our review, we also included teaching cases as conceptual research.…”

Section: Analysis Of Typologies Of Evidencementioning

confidence: 99%

“…Upon examining conceptual research, we found that this typology of inquiry, that did not involve the collection of primary or secondary data such as scholarly or historical essays, theoretical position papers, or teaching cases (Moses, 1990;Thyer, 2011) began as early as the 1960s, with some activity every decade, with the exception of the 1970s. Of note is that more than half the sources in this category were published between 2010 and 2016.…”

Section: Conceptual Researchmentioning

confidence: 99%

“…Of note is that more than half the sources in this category were published between 2010 and 2016. , 1981;Goldblatt, 1984;1990-19991 2.4 Samuelson, 1994200016 39.0 Berlin, 2009Bretag & Mahmud, 2009;Clarke, 2009;Collberg & Kobourov, 2005;Collberg et al 2003a;Dellavalle, Banks, & Ellis, 2007;Errami & Garner, 2008;Green, 2005;Hartle et al, 2009;Loui, 2002;Noè, & Batten, 2006;Roig, 2006Roig, , 2008Scanlon, 2007;Sikes;Wen, & Gao, 200721 51.2 Andreescu, 2013Anesa, 2013;Bruton, 2014;de Vasconcelos & Roig, 2015b;Garcia Romero et al, 2014;Gilliver, 2012;Habibzadeh & Shashok, 2011;Helgesson & Eriksson, 2015;Hicks & Berg, 2014;O'Brien Louch, 2016;Robinson, 2014;Roig, 2010Roig, , 2011Roig, , 2015Roig, , 2016Shashok, 2011;Suarez et al, 2012;Šupak-Smolčić, 2013;Šupak-Smolčić & Bilić-Zulle, 2013;…”

Section: Conceptual Researchmentioning

confidence: 99%

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Self-Plagiarism Research Literature in the Social Sciences: A Scoping Review

Eaton

Crossman

2018

Interchange

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Self-plagiarism is a contentious issue in higher education, research and scholarly publishing contexts. The practice is problematic because it disrupts scientific publishing by overemphasizing results, increasing journal publication costs, and artificially inflating journal impact, among other consequences. We hypothesized that there was a dearth of empirical studies on the topic of self-plagiarism, with an over-abundance of editorial and commentary articles based on anecdotal evidence. The research question was: What typologies of evidence characterize the literature on self-plagiarism in scholarly and research journals? We conducted a scoping review, using the search terms "self-plagiarism" and "self-plagiarism" (hyphenated), consulting five social sciences research databases, supplemented by a manual search for articles, resulting in over 5900 results. After removing duplicates and excluding non-scholarly sources, we arrived at a data set of 133 sources, with publication dates ranging from 1968 to 2017. With an interrater reliability of over 93% between two researchers, our typological analysis revealed 47 sources (34.3%) were editorials; 41 (29.9%) were conceptual research (including teaching cases); 16 (11.7%) were editorial responses; 12 (8.6%) were secondary research; and only 8 sources (5.8%) were primary research. There is little guidance in the available literature to graduate students or their professors about how to disentangle the complexities of self-plagiarism. With primary and secondary research combined accounting for 14.4% of overall contributions to the data set, and primary research constituting only 6% of overall contributions, we conclude with a call for more empirical evidence on the topic to support contributions to the scholarly dialogue.

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“…Although there is an agreed nexus between teaching and research (Neumann 1992;Ramsden and Moses 1992), there is also a tension, either real or potential, between the demands of teaching and research in universities (Elton 1986;Moses 1990). This tension may be differentially experienced across content areas for several reasons.…”

Section: Introductionmentioning

confidence: 98%

What parts of teaching do academics see as feasible to delegate?

Warton

1995

High Educ

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This paper investigates Australian academics' views about teaching by asking them about the aspects of their job they could contract to others. In particular, it contrasts the views of 26 academics inthe Humanities with those of 26 in the Social Sciences. The results showed no differences as a function of level of appointment or gender but a significant difference by teaching area: academics from the Social Sciences were more likely to approve in general the practice of 'buying out' time. When asked about contracting out specific aspects of teaching, the only area of difference was for marking (Social Sciences were more often in favour). In all other respects, the viewpoints expressed by academics from the Humanities and Social Sciences were very similar. Such approval was rarely given unconditionally, however. Concerns were expressed about the need to maintain some degree of supervision or responsibility for teaching. Academics agreed on their overall goals in teaching, on whether or not lecturing, tutorials and student consultation could be contracted to others and on the ideal amounts of time to spend on teaching, research, and administration. It is argued that this pattern of results is more likely to reflect a difference in implementation of goals rather than a difference in baseline ideas as a result of different cultures in the two teaching areas.

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Teaching, research and scholarship in different disciplines

Cited by 77 publications

References 10 publications

The balance between teaching and research in Dutch and English universities in the context of university governance reforms

The balance between teaching and research in Dutch and English universities in the context of university governance reforms

Self-Plagiarism Research Literature in the Social Sciences: A Scoping Review

What parts of teaching do academics see as feasible to delegate?

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