The changing perspective of academic researchers, 1973–1983

Abstract

How has the approach of university teachers to research and their experience of it altered in a decade? This empirical study in aprovincial university notes continuities and differences in staff motivation towards research, the pressures they are under and the extent of their satisfaction with it.Academics continue to place intrinsic enjoyment and interest at the centre of their own motivation. However, their approach now more often implies a commitment to the notion that university teachers have a duty to conduct research. The emphasis on research and on publication as evidence of it has intenso'ied in a decade but the time available for research has become a major source of dissatisfaction. Cumulative publication output has increased substantially even allowing for an increased average length of professional experience. Faculty differences are apparent and problems can be seen to flow from the difficulty of adequately acknowledging the variety of forms of scholarly activity at an institutional level.

Factors influencing research performance of university academic staff

“…This recommendation has also been identified by a number of authors as one way of reducing the "widening gap between academic ideals and institutional realities" (cf. Fenker, 1975;Powell, Barrett & Shanker, 1983;Creswell, 1985;Startup, 1985;Everett and Entrekin, 1987).…”

Attitudes toward research and teaching at some Nigerian Agricultural University institutions

“…Of great significance is that some faculty members have expressed preferences for either teaching or research -some preferred research to teaching, and others teaching to research (Tierney, 1997 ). Startup (1985) observed that sometimes faculty members engage in research for the primary motive of intrinsic enjoyment and interest. Now, it is important to characterise faculty members' time allocation to either research or teaching.…”

“…There is consensus however, that faculty members are now concentrating more on research and publications due to the reward structure, which places strong emphasis on research productivity, with low priority for teaching, advising and on responsibilities for the counselling of students (Michalak and Friedrich, 1981;Startup, 1985;Massy and Zemsky, 1994;Milem et al, 2000).…”

“…The presence of the two items individually assessing the satisfaction inherent in teaching and research may indicate the intrinsic motive for involvement in both activities. It has been noted that faculty perceive intrinsic enjoyment as the motive for (Startup, 1985), while some teachers express liking for teaching (Tierney, 1997).…”