The Relative Importance of Academic Activities: Autonomous Values from the Canadian Professoriate

Abstract

In this paper, we report findings on the contemporary idea of a university as defined by the relative importance of teaching, research, service, and collegiality in teaching-intensive universities. We also investigate Boyer’s model of scholarship relative to the research–teaching–service nexus. Our findings show that while research is embraced as a key academic responsibility of professors, there is general agreement on the primacy of teaching. Equally, awareness of Boyer’s model exposes faculty to diverse opportunities for scholarship and has the potential to open up faculty members to a new idea of the university.

Recruitment of Full Professors According to Pre-Determined Criteria in Four Nordic Countries

“…While North American practices reflect the culture and legal framework of the US and Canada (e.g. Osakwe et al 2015), it might be difficult to adopt Nordic Journal on Law and Society them in other countries (Mohrman 2008;Yang 2014) such as the Nordic countries. The Nordic countries tend to be regarded as a distinct group in social science (e.g.…”

“…American higher education is rooted in its history, culture, and social needs (Yang 2014). The modern concept of the North American university has its roots in the Humboldtian university model (Commager 1963;Osakwe et al 2015). The Humboldtian university model is sometimes characterised as the "republic of scholars" (Brubacher 1967).…”

“…The Humboldtian university model is sometimes characterised as the "republic of scholars" (Brubacher 1967). American universities traditionally have applied the principles of unity of research and teaching, academic freedom, and academic autonomy or self-governance (Osakwe et al 2015). According to Finkelstein (2017, 10), the perceived ideal American system was built on the concepts of shared governance, tenure, and an integrated academic role.…”