Melland 1996

Titre de l'article

1. Références

• Référence complète APA : Melland, H., (1996), Great Researcher…Good Teacher?, Journal of Professional Nursing, 12,

(1), 31-38.

• Auteur(s) :

• Revue :

2. Copies

• Copie en ligne :

• Copie locale : Fichier:Melland 1996.pdf

• Copie physique :

3. Mots-clés

• mythe

4. Abstract

The purpose of this study was to investigate the relationship between the research productivity and teaching effectiveness of baccalaureate nurse educators. This was a nonexperimental, correlational, retrospective study. Sixty baccalaureate nurse educators completed a questionnaire that assessed their research productivity and administered a teaching effectiveness questionnaire to all students in their classes in a given week. No relationship of significance was found between faculty research productivity and teaching effectiveness. Faculty at research institutions were found to be significantly higher research producers than faculty at either comprehensive or liberal arts institutions. No significant difference was found in the teaching effectiveness between faculty employed at research, comprehensive, or liberal arts institutions. Recommendations included (1) broadening the definition of research to include the scholarship of integration, discovery, application, and teaching; (2) implementation of two career tracks for faculty in higher education, with different reward structures for each; and (3) allowing the academic department as opposed to individual faculty to be the basic unit of evaluation. (Index words: Faculty, publishing; Publish-or-perish; Research, universities; Scholarship.) J Prof Nuts 12: 31-38, 1996. Copyright © 1996 by W.B. Saunders Company

5. Résumé (facultatif)

• Une des études montrant l'absence de corrélation entre performance en recherche et en enseignement (vs le mythe "Un bon chercheur fait un bon enseignant")
• Intéressant aussi pour le petit cas initial où Melland compare deux enseigants imaginaires, Pr Jones et Pr Smith, l'un dans une optique qui semble donner raison au mythe du bon enseignant = bon chercheur, l'autre mettant en avant l'inverse.

Scenario 1 PROFESSOR JONES is a tenured associate professor in the College of Nursing at Midwest University. She has received two large National Institute of Nursing Research research grants, has published extensively in refereed journals, and heads a team of five nurse researchers. In addition, she teaches Nursing Research in the undergraduate program and has received the university's Outstanding Teacher of the Year award on two different occasions. The word has gotten around that Professor Jones is the professor to get for Nursing Research. Because Professor Jones is such a good researcher, it is easy to understand why she is such a good teacher. She is highly intelligent, organized, and enthusiastic, and she keeps current in nursing through her research activities. Those qualities that serve as an asset to her in the research arena easily "spill over" into the classroom, contributing to her success in that setting.

Scenario 2 Professor Smith is a tenured professor at Mideast University in the Division of Nursing. She also has been awarded an NINR research grant as well as published her research findings extensively in refereed research journals. A portion of her role at Mideast University is to serve as director of the Center for Nursing Research. She teaches Nursing Professionalism in the undergraduate program but is a professor whom students avoid. She has the reputation for being a very boring teacher; her student evaluations place her in the "below average" to "average" category. It is not surprising that Professor Smith lacks some abilities in the classroom because she really has abilities that allow her to shine in the area of research. The demands of self-discipline and isolation have done little to enhance her interpersonal skills, which are so essential for a good teacher. She is so engrossed in her research that it is difficult for her to come down to the level of her undergraduate students and get excited about the professionalism class. She also finds her rote as a researcher so time demanding that she has little energy left for enthusiastic teaching.