Dear @Darko, I consider that  the strong relation exists between quality of teaching and research in university professors in engineering! I will attach some resources, as well as a thread posted here at RG! One paper is also attached! Regards!

http://depts.washington.edu/celtweb/

http://news.illinois.edu/news/14/1103IllinoisSampler_AntoinetteBurton.html

https://www.researchgate.net/post/What_do_you_prefer_research_or_teaching

Article Linking Teaching and Research in Departments

Http://john.jperry.net/

I am afraid I do not agree with Dr Pandya. An excellent teacher is someone who is a subject-specialist and has mastered the art of facilitation, public speaking and guiding students to discover knowledge. A good teacher guide the student to apply what he/she has learnt.

Yes, research informs our teaching-practice (especially reflective research on our own practices), but being good at the one, does not imply being good at the other. That is like saying because you are a good swimmer, you will be a good marathon-athlete as well.

As in research, assumptions are dangerous. Just because one has proofed that one can do research, it does not imply that that person knows how to transfer that knowledge; how to write study material; how to give remedial attention to students who fail.

There is more to teaching than a PhD.

Irene

Yuling Yeh,

interesting list of publications. Can you point out reference most relevant for relation between quality of teaching and research in university professors?

Irene Lubbe

I understand your arguments and I don't think Dr. Devang Pandya assumed that being good at research imply that person knows how to transfer knowledge. I think that he points out best possible combination and I believe that many professors are like that. Being able to communicate is important part of teaching skills along with others that Irene Lubbe mentioned. Can you elaborate on other important ingredients of good professor. I am especially interested in characteristics that support both competences - that make you good in research and teaching. Also i am interested in factors that are contributing to negative correlation. What do you think about possibilities that i have pointed out in my question? Your input would be very valuable to me. Thanks.

Hi Darko, in my country, promotion is based on the number of research-related publications in accredited journals. Therefore, given this requirement, a good professor must know how to do research, how to publish research and how to guide M & D students so that they can acquire a research qualification.

Mentoring of junior colleagues are also included in their responsibilities.

Although not always, but very often, teaching becomes the stepchild.

Irene Lubbe, in my country advancement is contingent with evaluation of scientific productivity and teaching competences, although teaching competences almost always take the second place. They are important since we are not working in scientific institutes where we could do only science. It is important that we support future experts and scientists. That is why this question seems to me very important and solutions offered in The New York Times at least intriguing with regard to future higher education policies.

http://www.psychologicalscience.org/index.php/news/a-solution-for-bad-teaching.html

Tx, loved the article!

Dear @Darko, I consider that  the strong relation exists between quality of teaching and research in university professors in engineering! I will attach some resources, as well as a thread posted here at RG! One paper is also attached! Regards!

http://depts.washington.edu/celtweb/

http://news.illinois.edu/news/14/1103IllinoisSampler_AntoinetteBurton.html

https://www.researchgate.net/post/What_do_you_prefer_research_or_teaching

Article Linking Teaching and Research in Departments

Dear Ljubomir, thanks for these great resources. They will help me to further investigate this topic. I have also received answers in personal inbox suggesting the possibility of the negative relationship when teaching workload prevents serious scientific work. It seams to be specially symptomatic for the EU countries that adopted Bologna process in higher education reform. On the other hand, students are more satisfied when their obligations include some sort of research activity so it can go both ways. Thanks to Mirna Leko-Šimić for her contribution.

Dear @Darko, I do not know your opinion about Bologna process in Higher Education, but I do not have a good opinion about. I do think that we went too fast to this reform and we have achieved very bad results! 

I do find previous HE System much better!

Dear @Darko, I think that if you analyse Prof Abedallah's thread, you will get some idea about the answer to this question that you ask.  That will be from the sample of RG members.  The answer to your question will depend on the sample you investigate.  It may be positive, negative or zero.  (But RG members like research and they are quite good communicators.)

In this college, the main core business is teaching.  We are a center of excellence for teaching, but we are asked to research on learning.  Very few people want to do the research and so they normally make a group of 4 so that each person contributes a little bit, and they write in Malay.  But I have got used to doing research alone, and writing in English, after writing 2 theses.

At a second glance, there is more to your question.  The results of the 'meta-analysis by J. Hattie and H. W. Marsh in Review of Educational Research say that there is absolutely no relation between quality of teaching and research and suggest that biggest problem in universities is that "We ask researchers to teach, and teachers to do research, even though these two capabilities have surprisingly little to do with each other".'  A meta-analysis seems to be so convincing, right?  But if it's a large university and takes in large numbers of great teaching and great research personnel, it's likely to achieve this target, right?  Although the skills aren't in the same individual.

Next you have this interesting Q's: 'Is work ethics relevant for this relation? Do people with high work ethics manage both roles?'  I think that people with good work ethics will perform their duties conscientiously, and do the best that they can as a frail human being.  But it's not just having good ethics; they have to work extremely hard, to manage good teaching and research.

Dear Miranda and Ljubomir thanks for your great insights on this question. It is much appreciated. Ljubomir, to answer your question I have to say that Bologna process was a great disappointment in Croatia. Things were much better in the old system when students had much more freedom to reflect on some issues and go into greater  deep discussions about things they considered as relevant for them or for the society. Now we have this obsession about competences, learning outcomed, ECTS scores, testing, students are collecting points. Students memorize things without reflecting on them, without questioning them and without creativity in the process. Universities have become standardized testing and learning factories factories. It is so funny, we became obsessed with precise learning outcomes and specified competences for 21. century??? Like there is a list of skills and facts that student will need 3 or 5 years from today in this time when things are changing dramatically almost every year. My best advice to HE teachers would be stick to generic competences, teach them how to explore and learn, how to find, use and communicate information, how to collaborate and how to create new things rather than to repeat and recreate old things, solutions and mistakes. Bologna process is a failure but nobody is ready to admit it because so much is invested in this HE reform (including personal investments and credibility).

"One distinguishing feature of the BP was that it had a deadline. That was unrealistic from the beginning. It is now developing into an endless process." Here are some more readings speaking about Bologna big failure! A Troubled Adolescence: What the Fifteenth Birthday of the Bologna Process Means for Liberal Education!

Bologna as a policy process: Success or failure? Last link is a blog about the issue! Good reading my friends!

http://www.academia.edu/1016333/Mission_accomplished_Which_mission_The_Bologna_Process_-_a_view_from_Germany

https://www.aacu.org/liberaleducation/2013/fall/gaston

http://www.utwente.nl/bms/cheps/summer_school/presentations/huisman.pdf

http://julienfrisch.blogspot.com/2009/04/10-years-of-bologna-process-more-or.html