Research and/or learning and teaching : a study of Australian professors' priorities, beliefs and behaviours

Cretchley, P.C., Edwards, S.L., O'Shea, Peter, Sheard, J., Hurst, J., & Brookes, W. (2014) Research and/or learning and teaching : a study of Australian professors' priorities, beliefs and behaviours. Higher Education Research and Development, 33(4), pp. 649-669.

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This paper presents findings from an empirical study of key aspects of the teaching and research priorities, beliefs and behaviours of 72 professorial and associate professorial academics in Science, Information Technology and Engineering across four faculties in three Australian universities. The academics ranked 16 research activities and 16 matched learning and teaching (L&T) activities from three perspectives: job satisfaction, role model behaviour and perceptions of professional importance. The findings were unequivocally in favour of research in all three areas and remarkably consistent across the universities. The only L&T activity that was ranked consistently well was 'improving student satisfaction ratings for teaching', an area in which academics are increasingly held accountable. Respondents also indicated that their seniors encourage research efforts more than L&T efforts. Recommendations include that higher education rewards for quality L&T are maintained or improved and that recognition of L&T research domains is further strengthened.

Impact and interest:

4 citations in Scopus
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ID Code: 66351
Item Type: Journal Article
Refereed: Yes
Additional Information: Published online 19 December 2013. The embargo on the accepted manuscript version will expire on 19 June 2015.
Additional URLs:
Keywords: Learning and teaching, Professional culture, HERN, Research-teaching nexus, Australian Universities
DOI: 10.1080/07294360.2013.863836
ISSN: 0729-4360
Divisions: Current > Schools > School of Information Systems
Current > QUT Faculties and Divisions > Science & Engineering Faculty
Copyright Owner: Copyright 2013 HERDSA
Copyright Statement: This is an Author's Accepted Manuscript of an article published in Higher Education Research and Development, 2013 copyright Taylor & Francis, available online at:
Deposited On: 21 Jan 2014 00:19
Last Modified: 24 Aug 2015 23:31

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