Between Teaching and Research: Challenges of the Academic Profession in Croatia
Abstract
Discussions about synergy or independence of teaching and research are present in many studies (Bilić, 2009; Brew & Boud, 1995; Enders & Teichler, 1997; Griffiths, 2004; Jakovljević, 2010; Jenkins, 2000; Ramsden & Moses, 1992). Humboldt’s model introduced synergy between teaching and research, thus highlighting the importance of originality in scientific work and of the dissemination of the knowledge stemming from it. The synergy between teaching and research is also referenced in the education policy of the European Union, with the Berlin Communique (2003) introducing a request for the promotion of better synergy between European educational and research areas. However, studies reveal a different understanding
of the teaching-research relationship between those who advocate their synergy (Brew & Boud, 1995; Jenkins, 2000; Neumann, 1993) and those who advocate their mutual independence (Hattie & Marsh, 1996; Ramsden & Moses, 1992). Examining different perspectives of the teaching-research relationship, the research presented in this paper focused on understanding how academics see their dominant roles. Its objective was to examine how academics perceive their roles as teachers and researchers. A qualitative approach was used, with data being collected using a standardised semi-structured interview. A total of 60 interviewees participated in the research, all academics from Croatia. The results revealed that the research participants see themselves most frequently as teachers, then as teachers and researchers, and least frequently as predominantly researchers. Their identification is mainly determined by external factors, most frequently negatively connoted, which presents a challenge within the context of job satisfaction. Such results also point to legal, material, personnel and administrative difficulties in the Croatian higher education system.
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References
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Bolonjska deklaracija o europskom prostoru visokog obrazovanja (1999). Retrieved 01.07.2012 from http://public.mzos.hr/fgs.axd?id=16885
Boyer, E. L. (1990). Scholarship reconsider: priorities of the professoriate. Stanford, CA: The Carnegie Foundation for the Advancement of Teaching.
Boyer, E. L. (1996). The Scholarship of Engagement. Journal of Public Service and Outreach, 1(1), 11-20.
Brajdić Vuković, M. (2013). Aktualni problemi profesionalne socijalizacije u novaÄkom sustavu: sluÄaj prirodnih i druÅ¡tvenih znanosti. Revija za socijalnu politiku, 20(2), 99-122.
Braxton, J. M. (1993). Selectivity and rigor in research universities. Journal of Higher Education, 64, 657-675.
Brew, A. (2006). Research and Teaching. Beyond the Divide. New York: Palgrave Macmillan.
Brew, A., & Boud, D. (1995). Teaching and Research: Establishing the Vital Link with Learning. Higher Education, 29(3), 261-273.
Checkoway, B. (2001). Renewing the Civic Mission of the American Research University. The Journal of Higher Education, 72(2), 125-147.
Colbeck, C. L. (1998). Merging in a seamless blend: How faculty integrate teaching and research. Journal of Higher Education, 69(6), 647-671.
Cummings, W. K. (2009). Teaching versus Research in the Contemporary Academy. In Research Institute for Higher Education. (Eds.), The Changing Academic Profession over 1992-2007:
International, Comparative, and Quantitative Perspectives (pp. 39-57). Hiroshima University: Research Institute for Higher Education.
Čizmić, E., Crnkić, K., & Softić, S. (2013). Dizajniranje organizacijske strukture visokoobrazovnih institucija treće generacije. In I. Vrdoljak Raguž (Ed.), Menadžment, vodstvo i organizacija u 21.
stoljeću (pp. 113-136). Dubrovnik: SveuÄiliÅ¡te u Dubrovniku.
Ćulum, B., & Ledić, J. (2010). Civilna misija sveuÄiliÅ¡ta: element u tragovima?. Rijeka: Filozofski fakultet u Rijeci.
Ćulum, B., Turk, M., & Ledić, J. (2015). Academics and Community Engagement: Comparative Perspective from Three European Countries. In T. Fumasoli, G. Goastellec, & M. B. Kehm (Eds.),
Academic Work and Careers in Europe: Trends, Challenges, Perspectives (pp. 133-150). Heidelberg: Springer.
Diamond, R. M., & Adam, B. E. (1997). Changing priorities at research universities: 1991-1996. Syracuse, NY: Syracuse University Center for Instructional Development.
Enders, J. (1999). Crisis? What crisis? The academic professions in the ‘knowledge’ society. Higher Education, 38, 71-81.
Enders, J., & Teichler, U. (1997). A victim of their own success? Employment and working conditions of academic staff in comparative perspective. Higher Education, 34, 347-372.
European Commission. (2009). Preparing Europe for a New Renaissance: a Strategic View of the European Research Area. Brussels: Directorate-General for Research. Retrieved 13.06.2012 from http://skrati.com/vppwiiy
Fumasoli, T., Goastellec, G., & Kehm, M. B. (Eds.) (2015). The Changing Academy – The Changing Academic Profession in International Ctomparative Perspective. Heidelberg: Springer.
Geiger, R. L. (1993). Research and relevant knowledge: American research universities since World War II. Oxford: Oxford University Press.
Greenbank, P. (2006). The academic’s role: The need for a re-evaluation? Teaching in Higher Education, 11, 107-112.
Grey, H. H. (2012). Searching for Utopia. Universities and Their Histories. Berkeley and Los Angeles: University of California Press.
Griffiths, R. (2004). Knowledge production and the research–teaching nexus: the case of the built environment disciplines. Studies in Higher Education, 29(6), 709-726.
Hattie, J., & Marsh, H. W. (1996). The relationship between teaching and research: a meta-analysis. Review of Educational Research, 66(4), 507-542.
Höhle, E. A., & Teichler, U. (2013). The Academic Profession in the Light of Comparative Surveys. In B. Kehm & U. Teichler (Eds.), The Academic Profession in Europe: New Tasks and New Challenges (pp. 23-38). London: Springer.
Jakovljević, D. (2010). “Paradigma univerzitet†i znanstvena istraživanja – izmeÄ‘u kreacije, transfera i primjene znanstvenog znanja. MetodiÄki ogledi, 17(1-2), 225-240.
Jenkins, A. (2000). Summary/Review of the Research and Scholarly Evidence on Teaching/Research Relationships in Higher Education. Retrieved 19.07.2011 from www.heacademy.ac.uk
Kehm, B., & Teichler, U. (Eds.) (2013). The Academic Profession in Europe: New Tasks and New Challenges. London: Springer.
Kogan, M., & Teichler, U. (2007). Key Challenges to the Academic Profession and its Interface with Management: Some Introductory Thoughts. In M. Kogan & U. Teichler (Eds.), Key Challenges to the Academic Profession, INCHER (pp. 9-15). Kassel: University of Kassel.
KovaÄ, V. (2001). Osposobljavanje i usavrÅ¡avanje sveuÄiliÅ¡nih nastavnika. Rijeka: Filozofski fakultet u Rijeci.
KovaÄ, V., Ledić, J., & Rafajac, B. (1999). UvoÄ‘enje i priprema asistenata na visokim uÄiliÅ¡tima za nastavu. In V. Rosić (Ed.), Nastavnik – Äimbenik kvalitete u odgoju i obrazovanju (pp. 41-48). Rijeka: Filozofski fakultet u Rijeci.
Kuh, D. G., & Hu, S. (2001). Learning Productivity at Research Universities. The Journal of Higher Education, 72(1), 1-28.
Ledić, J. (1992). Pristup pedagoÅ¡kom usavrÅ¡avanju sveuÄiliÅ¡nih nastavnika, Napredak, 2, 195-199.
Ledić, J. (1993a). K novim standardima visokoškolske nastave. Napredak, 134(2), 187-196.
Ledić, J. (1993b). K novim standardima visokoškolske nastave, 1. dio. Život i škola, 42(2), 153-160.
Ledić, J. (1994). TQM - novi pristup kvaliteti visokog obrazovanja. Napredak, 135(4), 456-465.
Ledić, J. (2007). U potrazi za civilnom misijom hrvatskih sveuÄiliÅ¡ta. In V. PreviÅ¡ić, N. N. Å oljan, & N. Hrvatić (Eds.), Pedagogija – prema cjeloživotnom obrazovanju i druÅ¡tvu znanja, 1 (pp. 123-134). Zagreb: Hrvatsko pedagogijsko druÅ¡tvo.
Locke, W., & Teichler, U. (Eds.) (2007). The Changing Conditions for Academic Work and Careers in Selected Countries. Kassel: INCHER, University of Kassel.
Macfarlane, B. (2007). Defining and Rewarding Academic Citizenship: The implications for university promotions policy. Journal of Higher Education and Policy and Management, 29(3), 261-
273.
Magna Charta Universitatum (1988). Retrieved 01.07.2012 from http://public.mzos.hr/fgs.axd?id=10750
Middlehurst, R. (1997). Reinventing Higher Education: the leadership challenge. Quality in Higher Education, 3(2), 183-198.
Neumann, R. (1992). Perceptions of the teaching-research nexus: A framework for analysis. Higher Education, 23, 159-171.
Ostvarivanje Europskog prostora visokoga obraozvanja. Priopćenje sa Konferencije ministara visokog obrazovanja u Berlinu (2003). Retrieved 01.06.2012 from http://www.unizg.hr/bopro/newsletters/Bergen-hrv.pdf
Ramsden, P., & Moses, I. (1992). Associations between Research and Teaching in Australian Higher Education. Higher Education, 23(3), 273-295.
Rice, R. E., Sorcinelli, M. D., & Austin, A. (2000). Heeding new voices: Academic careers for a new generation, New Pathways (Faculty Careers and Employment for the 21st Century, Inquiry #7). Washington, D.C.: American Association for Higher Education.
RonÄević, N., & Rafajac, B. (2010). Promjene u akademskoj profesiji – komparativna analiza. Rijeka: Filozofski fakultet u Rijeci.
Taylor, M. C. (2010). Crisis on Campus. A Bold Plan for Reforming Our Colleges and Universities. New York: Alfred A. Knopf.
Teichler, U., Arimoto, A., & Cummings, K. W. (Eds.) (2013). The Changing Academic Profession. Major Findings of a Comparative Survey. Heidelberg: Springer.
Teichler, U., & HÖhle, E. A. (Eds.) (2013). The Work Situation of the Academic Profession in Europe: Findings of a Survey in Twelve Countries. Heidelberg: Springer.
Turk, M. (2015). The Academic Profession in Europe: Changes and Challenges. Second 21st Century Academic Forum Conference at Harvard, Teaching, Learning, and Research in the “Just Google It†Age (pp. 449-466). Retrieved 25.09.2015 from https://bib.irb.hr/prikazi-rad?&rad=777900
Published
2016-03-31
How to Cite
Turk, M., & Ledić, J. (2016). Between Teaching and Research: Challenges of the Academic Profession in Croatia. Center for Educational Policy Studies Journal, 6(1), 95–111. https://doi.org/10.26529/cepsj.106
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