ERIC Number: EJ1173216
Record Type: Journal
Publication Date: 2018
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1356-2517
EISSN: N/A
Vanilla Teaching as a Rational Choice: The Impact of Research and Compliance on Teacher Development
Harland, Tony; Wald, Navé
Teaching in Higher Education, v23 n4 p419-434 2018
This paper examines the proposition that the quality of university teaching in the research-intensive university is affected by various compliance demands on academic work that are meant to either enhance or be complementary to teaching. These include holding academics to account for the quality of both research and teaching. Our research aims to contribute to evolving theories about the research-teaching nexus and the relationship between compliance and teaching quality. Twenty five in-depth interviews were undertaken with lecturers at a research-intensive university. It was found that research was valued more than teaching, and teaching quality only needed to be good enough to achieve career goals. Once a certain compliance level had been reached in teaching, lecturers could justify apportioning more time for research. We have described teaching in this context as 'vanilla' and argue that vanilla teaching is a rationale choice for university academics.
Descriptors: Teaching Methods, Foreign Countries, Teacher Effectiveness, Teacher Evaluation, Higher Education, College Faculty, Educational Research, Faculty Development, College Students, College Instruction, Qualitative Research, Case Studies, Semi Structured Interviews
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A