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  1. 広島大学の刊行物
  2. Higher Education Forum
  3. 17巻

The Research-Teaching Nexus: Not merely an enduring myth

https://doi.org/10.15027/48955
https://doi.org/10.15027/48955
469a8fe0-4734-4a1f-a4e4-d224bc5979ce
名前 / ファイル ライセンス アクション
HigherEducationForum_17_69.pdf HigherEducationForum_17_69.pdf (1.4 MB)
Item type デフォルトアイテムタイプ_(フル)(1)
公開日 2023-03-18
タイトル
タイトル The Research-Teaching Nexus: Not merely an enduring myth
言語 en
作成者 Zhang, Li-fang

× Zhang, Li-fang

en Zhang, Li-fang

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Horta, Hugo

× Horta, Hugo

en Horta, Hugo

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Jung, Jisun

× Jung, Jisun

en Jung, Jisun

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Postiglione, Gerard A.

× Postiglione, Gerard A.

en Postiglione, Gerard A.

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アクセス権
アクセス権 open access
アクセス権URI http://purl.org/coar/access_right/c_abf2
主題
主題Scheme Other
主題 Teaching styles
主題
主題Scheme Other
主題 research agendas
主題
主題Scheme Other
主題 academic self-efficacy
主題
主題Scheme Other
主題 Hong Kong academics
主題
主題Scheme Other
主題 STEM fields
内容記述
内容記述 For more than a century, whether or not the research-teaching nexus exists has remained an intensely debated issue in the global academy at both the conceptual and empirical levels. Situating teaching styles within the context of teaching, conceptualizing research agendas as a dimension of research, and using academic self-efficacy as a mediator, the present study empirically investigated the research-teaching nexus. Participants were 256 academics in science, technology, engineering, and mathematics (STEM) fields from all of the eight institutions funded by the University Grants Committee in Hong Kong. In the context of participating in the “Academic Profession in the Knowledge-based Society" (APIKS) international survey between late 2017 and early 2018, the participants responded to a short version of the Multi-Dimensional Research Agendas Inventory, a short version of the Research-Teaching Efficacy Inventory, and two scales from the Thinking Styles in Teaching Inventory. Results showed that academics’ research agendas statistically predicted their teaching styles – after age, gender, academic rank, and institutional ranking were considered. Furthermore,academic self-efficacy, especially research efficacy, provided a pathway from research agendas to one of the two teaching styles examined. Limitations and theoretical contributions of the research are discussed; and practical implications of the research findings are proposed for academics in STEM fields and for university senior managers.
言語 en
内容記述
内容記述タイプ Other
内容記述 This research was funded by the General Research Fund (Grant number: 17604015) as administered by the University Grants Council of the Hong Kong Special Administrative Region, the People’s Republic of China.
出版者
出版者 Research Institute for Higher Education, Hiroshima University
言語
言語 eng
資源タイプ
資源タイプ識別子 http://purl.org/coar/resource_type/c_6501
資源タイプ departmental bulletin paper
出版タイプ
出版タイプ VoR
出版タイプResource http://purl.org/coar/version/c_970fb48d4fbd8a85
ID登録
ID登録 10.15027/48955
ID登録タイプ JaLC
関連情報
識別子タイプ ISBN
関連識別子 978-4-86637-024-8
収録物識別子
収録物識別子タイプ ISSN
収録物識別子 2432-9614
収録物識別子
収録物識別子タイプ NCID
収録物識別子 AA1187795X
開始ページ
開始ページ 69
書誌情報 Higher Education Forum
Higher Education Forum

巻 17, p. 69-97, 発行日 2020-03
見出し
大見出し Special Issue for APIKS
言語 ja
見出し
大見出し Special Issue for APIKS
言語 en
旧ID 48955
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