ABSTRACT

The global pressure for excellence has boosted the relevance of the teaching–research relationship. Specifically, the management of teaching and research activities represents an important challenge because of time and resource limitations, especially for junior researchers. The traditionally polarized streams in the literature provide arguments to defend three types of relationship between teaching and research: conflicting, complementary, or unrelated. Given the complexity of the phenomenon, an integrative approach may be useful for identifying interdependencies. In this respect, this article provides a holistic approach that includes different teaching and research drivers and distinguishes between direct and indirect relationships. The analysis of data from junior academics in Sweden shows that teaching workload may be negatively linked to perceived success in research, but it can be slightly counteracted via perceived success in teaching. Moreover, the findings also indicate that individual control and a collaborative approach both are positively related to perceived success in research, while only some sources of social support are significant.

摘要

全球追求卓越的压力提高了教研关系的相关性。具体而言，由于时间和资源的限制，教学和研究活动的管理是一项重要挑战，尤其是对于初级研究人员而言。文献中传统的两极分化为捍卫教学和研究之间的三种关系提供了论据：冲突、互补或不相关。鉴于现象的复杂性，综合方法可能有助于识别相互依赖关系。在这方面，本文提供了一种整体方法，包括不同的教学和研究驱动因素，并区分直接和间接关系。对瑞典初级学者数据的分析表明，教学工作量可能与感知的研究成功呈负相关，但可以通过感知的教学成功略微抵消。此外，研究结果还表明，个人控制和协作方法都与研究中的感知成功呈正相关，而只有一些社会支持来源是重要的。