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It dependes on many factors and not stable all times...

TARAL

T Teaching

A Administration

R Research

A Advisory

L Learning

Above five are basic roles/functions teachers should keep balance by allocating proper time on weekly basis

1.Strictly Budget Your Time for Teaching and for Doing Research

2.Be Shameless in Bringing Your Research Interests into Your Teaching”

3. Start Teaching Early in Your Career

4.Get the Most in Career Advancement from Bringing Your Research into Your Teaching

It is very important to maintain balance between academia and research. Both are important and complement each other.

In the early days of a professor the department would like to see publications and Grant money coming in. So do that until you get tenure. Then you have the freedom to do what you like, perhaps concentrating on teaching and new course development

Rule 1: Strictly Budget Your Time for Teaching and for Doing Research

Rule 2: Set Specific Teaching and Research Goals

Rule 3: “Don't Reinvent the Wheel”

Rule 4: Don't Try To Explain Everything

Rule 5: “Be Shameless in Bringing Your Research Interests into Your Teaching”

Rule 6: Get the Most in Career Advancement from Bringing Your Research into Your Teaching

Rule 7: Compromise, Compromise, Compromise

Rule 8: Balance Administrative Duties with Your Teaching and Research Workload

Rule 9: Start Teaching Early in Your Career

Rule 10: Budget Time for Yourself, Too

following

Both are important and complimentary to each other. From research you can devolve your knowledge and the opposite is true.

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We always try to balance the academic and scientific research, the important thing is a sense of responsibility in both matters

Time management and prioritizing

Dear Friends

Excellent insights and accept my salutations and Gratitude.

I totally agree with Hassan Izzeddin Sarsak , a balance should be made

Dear Prof. Sharma!

This is a relevant question to be able to adapt to the new normal during and after COVID-19:

1) Scerri, E.M.L., Kühnert, D., Blinkhorn, J. et al. Field-based sciences must transform in response to COVID-19 Nature Ecology & Evolution (2020) Open Access © 2020 Springer Nature Limited Available at:

https://www.nature.com/articles/s41559-020-01317-8

2) Kevin G. Byrnes et al. (2020).Communication, collaboration and contagion: “Virtualisation” of anatomy during COVID‐19, Clinical Anatomy, Open Access © 2020 Wiley Periodicals LLC. Available at:

Article Communication, collaboration and contagion: "Virtualisation"...

3) Yogesh K. Dwived et al. (2020). Impact of COVID-19 pandemic on information management research and practice: Transforming education, work and life, International Journal of Information Management 31 July 2020, In Press, Corrected Proof, © 2020 Elsevier Ltd. Available at:

Article Impact of COVID-19 pandemic on information management resear...

In my view one solution is to increase the research of online learning & teaching- platforms for research and information exchange to be able to free up more time from research and teaching activities for the benefit of every-day life. Yours sincerely, Bulcsu Szekely

Teaching and research are the 2 major areas of academics. It is therefore necessary to balance the two as they compliment each other. Good and effective teaching also makes research easy and effective. Results of research should often times be taught and adequately criticized where necessary to help improve further research.

I totally agree with Faraed Salman , a balance should be made

Obviously universities are different, so we must start there.

I have worked at about half a dozen universities in the US, and most have been larger research-focused universities. At those schools, the basic assumption at the top of this discussion is not necessarily true: at these schools, teaching was not the basic responsibility of the professors!

I do not disagree with the other comments here: research can and does inform teaching, making it better; and teaching allows researchers to think about more basic issues in their specific research area, their methodologies, and their discipline.

But that said, at (at least) three of the schools I have worked at, early career faculty were told to spend as much of their time on research and explicitly, though not officially, told to minimize their effort in teaching. In essence, they were rewarded for research and very much not punished for weak teaching. (Sadly!)

Going back to the original question: at some schools (at least some of the large US research universities) creating balance between teaching and research would spell the death of your career.

So the answer to the original question very much depends on the school.

Better to choose work in a research based field

Teaching vs research – A real tension for young scholars https://www.universityworldnews.com/post-mobile.php?story=2019030509081846

Basically, academics are expected to devote their time to perform three tasks: teaching, research, and community service, where teaching and research are the main tasks. Whereas, some ‘not research-intensive’ institutions consider teaching effectiveness as the main job, others i.e. ‘research-intensive’ institutions evaluate the tenure and/or promotion of faculty on their research productivity. The balance in the teaching/research/service relationship is an eternal dilemma that faces faculty in higher institutions and controls the career progression of such individuals. This dilemma is likely to disturb the faculty, in particular junior ones in their journey to the pinnacle of their career. It is important, therefore, to match the academic interests and capabilities of faculty with departmental/institutional programs and goals with a view to achieving optimal performance for faculty. https://www.researchgate.net/publication/259964423_Teaching_versus_research_dilemma_in_academia_A_Literature_review

I think that each institute should have a balance in all aspects and know the capabilities of the its staff . So each person can be directed more according to his capabilities and potentials and the the institute maintain the equilibrium .

I think, abalance must be created between teaching and research work because one aspect cannot be neglected to the expense of the other because it will affect the academic personality of the professor

Our system has created institutions with a focus either on academics or research-oriented institutions. But, I believe to have a balanced focus on both to have better personal growth and visibility.

I think everyone cant be best teacher as well everyone cant have best research. We can divide the responsibility as per capabilities. Off-course this will create a balance at institute level.

Always the great conundrum for academics, I have been fortunate to avoid it, never having had a teaching position (which also has its negatives as you can't get employed in a university). I don't know how they manage to do it while carrying a teaching load, I have never been able to concentrate on more than one thing at a time.

For those that teach, almost all of them downgrade and minimise it relative to research. One of the problems is that promotions generally come from research publications, so there is not much incentive to be a good teacher. This is a pity as I believe teaching (apart from being rewarding in itself) also leads to the ability to carry out a measured discourse which pure researchers can't do. In these days of Zoom, it has become very obvious which of us on the podiums are the good teachers - and they have my great respect.

Once i had to teach a professional course with a bunch of experienced full professors. I thought their classes were really slow and boring, probably imparted one piece of knowledge to my five They were all graded 5/5 by the class whereas I got 3/5. The academics were kind enough to tell me that was a pretty good score. :-)

Both are important, but maintain balances difficult I think.

Article Teacher as Researcher: Teaching as Lived Research

https://itali.uq.edu.au/files/1294/Discussion-paper-Teaching-Research%20Methods.pdf

I strongly believe that there ought to be a balance between both. In an ideal academic environment, an academic who is into research should only be allowed to teach courses related to his research field of interest. For example, one who is into Catalysis, can take up courses like Chemical Reaction Engineering, Reaction Kinetics and Heterogeneous catalysis etc. This way, the researcher is not loosing out by teaching. S/He would still garner knowledge in his or her research area by still teaching. Any deviation from this, would be a distraction for the researcher, unless, the person derives joy in learning and teaching something new.

There is need to make a balance approach between teaching and research for holistic development.

I totally agree, with Prof. Md. Abdur Razzak Choudhury

Dear Professor, Your question is very interesting. I would suggest everyone to consider following points before arriving at a decision.

1. What is expectated from you by your organisation?

2. What is your strength?

3. What is your interest?

I give preference ....in the same order ...my interest is less important than my strength. Need to take a holistic decision on the basis of various relevant factors. Warm regards.

I believe that should be determined based on the academician's wish and skill. Some may be more skillful in research, some may be more skillful in teaching. I also think, an academician should do both with a focus on one.

Kadir Alpaslan Demir Sir

Thanks a lot.

Agree with Prof. Kadir Alpaslan Demir ..." Should do both, with a focus on one!"

Mere teaching feeds the brain which may eventually vaporize as time passes by. Doing research feeds the spirit and deposits practical knowledge forever. One can teach others or learn by themselves through reading books. However, until you hold the steering wheel and attempt to drive a vehicle, you will not pass the real test of life. Practical knowledge learned through doing works/experiments in laboratory and experience gained via internship in companies are of utmost important. Research helps to acquire that skill to solve an unknown problem and gain subtle knowledge missing in text books. Most of the scientific knowledge was gained by individual or group of scientists who did research work passionately all through their life time. They had no previous text books in their field of research prior to their work. Therefore, I will favor offsetting the compass from equilibrium state towards research. Nevertheless, one student may not have enough time during his college days to do many research works. On the other hand, many things can be taught in class rooms which is required to clear the exams.

My personal opinion is a bit different

We were basically appointed as teachers and so we should excel in it and give more time and effort into how students shall be more benefited (This holds true for UG students only).

Research is limited to M.Tech and Ph.D and in very rare cases for B.Tech students. research keeps us abreast into what is being done and what all prospects are there. Government support is there for Government and Public organisations but private systems lack in having good students, infrastructure and support systems to do research.

Incentives are also scarce as far as research is concerned for pvt players.

Until and unless benefits are attached to research it shall never find its due atleast in India. After all motivation is the biggest factor in any case to excel and keep on performing

The balance between teaching and research depends very much on the academic environment one works in. In Eastern Europe, you are expected to do research to advance in career, but the state and the academic institution, respectively, does not invest in providing adequate conditions for it, in terms of financial support and a proper infrastructure. Besides, the teaching load is huge. The quality of both teaching and research suffer because of the struggle one faces on a daily basis. The system is a vicious circle, from which you continuously try to "escape", i.e. find solutions for moving forward. Libraries are poor, and there is no money for research and travel, which also impacts both processes. When I have moved from Moldova to Germany, the first thing I was thankful for was the academic liberty, which means having resources at own''s disposal and using them for achieving performance in both teaching and research.