Research Productivity and Scholarly Accomplishments of College Teachers as Related to Their Institutional Effectiveness: A Review and Exploration

1. Références

Référence complète APA : Feldman, K.A. (1987). Research Productivity and Scholarly Accomplishments of College Teachers as Related to Their Institutional Effectiveness: A Review and Exploration. Research in Higher Education, 28 (4), 291-344.

Auteur(s) : Kenneth Feldman

Revue : Research in Higher Education

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3. Mots-clés

4. Abstract

This analysis reviews the research that has been done on the connection between research productivity or scholarly accomplishment of faculty members and their teaching effectiveness (as assessed by their students). On average, there is a very small positive association between the two variables. To understand this relationship better, extant research was explored for factors that might mediate either positive or inverse associations between research productivity and teaching effectiveness and those that possibly could be common causes of them. Pedagogical practices and dispositions of faculty members, as well as certain course or class characteristics (size of class, electivity of course), were examined as potential mediating factors. Potential common causes investigated were academic rank and age of faculty members, their general ability, their personality characteristics, and the amount of time or effort they spend on research activities. The association between research productivity and teaching effectiveness was explored further by considering whether its size and direction varies by career stage of faculty members, their academic discipline, and the type of college or university in which they teach.

5. Résumé (facultatif)

"Feldman (1987) examined the theoretical bases for believing that research and teaching are mutually reinforcing behaviors. Most are versions of Linsky and Straus's (1975) "spillover effect," where, for example, faculty who conduct research are supposedly more likely to introduce research-based material into their classroom instruction. Feldman's review of more than 200 research studies found little relationship between student ratings of teaching excellence and various forms of research productivity (overall correlation coefficient of 0.12). Hattie and Marsh (1996) expanded Feldman's analysis and found an even smaller cross-study correlation (0.06). As I did before them (Fairweather, 1993), Hattie and Marsh found a negative relationship between faculty time allocated to teaching and time allocated to research." (Fairweather 2002, p. 29)

Réserves de Postiaux_2003 :

"Si ces résultats sont sans doute à explorer, il ne nous semble pas constituer un pilier important dans notre recherche tant la culture institutionnelle en Communauté française de Belgique est différente sur ce point.

En mettant l’accent sur les performances, mesurées de manière majoritairement quantitative avec des indicateurs pour lesquels nous gardons une certaine méfiance, ces données s’éloignent de notre question de recherche."

Postiaux préfère dès lors s'appuyer sur Ramsden_Moses_1992 basée notamment sur des autoévaluations des enseignants... mais qui donne des résultats allant dans le même sens que Feldman (corrélation négative ou nulle).