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The teaching researcher: Faculty attitudes towards the teaching and research roles

Alpay, E, Alpay, E, Verschoor, R and Verschoor, R (2014) The teaching researcher: Faculty attitudes towards the teaching and research roles European Journal of Engineering Education, 39 (4). pp. 365-376.

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Abstract

Results from a survey on faculty attitudes towards the teaching and research roles are presented. Attention is given to: (i) the perceived value of teaching (and teaching achievements) relative to research, (ii) approaches for research and teaching integration, (iii) the satisfaction gained from typical work tasks, and (iv) the importance of various work-life factors. Factors such as academic freedom, an intellectual work environment, flexible work hours, inspirational colleagues, and work diversity are found to be highly valued. Support from peers and colleagues is also seen as a key in learning to manage the different academic roles. A relatively low value is attributed to teaching achievements. Likewise, there is often little utilisation of teaching opportunities to support research work (other than senior-year research projects). Female faculty were found to give marginally a higher importance to teaching recognition and collaborative teaching opportunities. Based on the findings, general recommendations for supporting the teaching researcher are presented. © 2014 SEFI.

Item Type: Article
Authors :
NameEmailORCID
Alpay, EUNSPECIFIEDUNSPECIFIED
Alpay, EUNSPECIFIEDUNSPECIFIED
Verschoor, RUNSPECIFIEDUNSPECIFIED
Verschoor, RUNSPECIFIEDUNSPECIFIED
Date : 1 January 2014
Identification Number : 10.1080/03043797.2014.895702
Depositing User : Symplectic Elements
Date Deposited : 28 Mar 2017 10:55
Last Modified : 31 Oct 2017 17:40
URI: http://epubs.surrey.ac.uk/id/eprint/808591

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