All is important

You should arrange your time in 50% teaching and 50% research.

The teaching is the best but you will update your scientific information by studing and research. Both are essential.

I think universities have already given research lots of importance. PUBLISH OR PERISH suggests how much higher educational institutions favor research.

Furthermore, there is a very close relationship between teaching and research. Most of the lecturers who are more involved in research obtain better results in their teaching evaluations, suggesting the quality of their teaching. The teaching quality of lecturers doing research show large improvement than those in lower levels of research intensity.

Thus, both teaching and research are equally important.

dear dr qais

thanks alot for your answering

dear dr Abdullah Noori

thanks a lot for your clear answer

At that level of education, the both of them are vital. Teaching involves the impartation and transfer of knowledge while research involves contribution to knowledge.

All the very best.

The sad fact is that in most tenure-track universities, you must publish or you perish. To say, as a general rule, that reaching and research/writing should be split 50/50 is to reject any contextual analysis as to the specifics of a given career at any one time. The best summary of the POP situation has been written in a 2018 book entitled: Publish or Perish: Perceived Benefits versus Unintended Consequences by Imad Moosa.

If you focus too much on the classroom, you fail to get tenure and usually end up in university administration. This is why one sees so many in university administration harboring animosity towards those who survived by getting tenure, often at the expense of the classroom.

POP is further complicated by large publishing houses that own thousands of scholarly journals which they use to make money by selling articles by the piece at exorbitant prices. All of them made a decision a long time ago that the affiliation of the writer affects sales and, consequently, they mainly reject manuscripts from third world universities unless there is a western university affiliation among the writers. This makes it difficult for third world scholars to get past the gatekeepers who make a determination about passing the manuscript to peer reviewers. As a consequence, what are mostly white academic liberals have, for the sake of money, created a fairly systemic (with some exceptions) apartheid within the world of scholarly journals. Ironic, isn't it?

Top scholarly journals prohibit published articles to be placed in ResearchGate or Academia. These articles are primarily written by white liberals in the West. Examine ResearchGate and you will then see why it is disproportionately Third World. Third World scholars end up publishing in non-elite journals that allow for the sharing of research as should be the case in a search for truth and knowledge that does not prioritize money or racial prejudices over the betterment of humanity.

dear Adebayo Adeboye Fashina

thank you for guidance.

Best and kind regards.

dear Alexander Franco

you said whatever in my mind

i suffer from this fact

however thank you for guidance.

Best and kind regards.

both

dear Abdulla Abdulla

thanks a lot

You are welcome Dr. Sharafaldin Al-Musawi.

Which is better for the university lecture? teaching or research?

In answer to that question, I want to share my personal experience; when I was collecting data regarding students perceptions about pedagogies they were currently experiencing; one important thing I came to know that teachers indulgence in research was at the expense of students' learning effectiveness. Teachers were busy with their research work, and demands of research rigor consciously or unconsciously drive them to ignore teaching, and it adversely affects learning outcomes. Today' s students are smart enough that they sense it and they verbalize it that our teachers are too busy in their research work that they have less time to concentrate on the facts that ; either students are learning or not.

Research is essential to survive but it must not be at the expense of students' learning. Because, in essence what is the the purpose and main aim of teaching? It is learning of students and not the progress of one's own CV.

dear Nazia Asad

thank you for clear answering

but if we put our time for learning and teaching the students, the our energy and time will go to it and no time remain for research.

this is problem

really big problem

Put your extra time and energy for your own research at your own expense; but still there is a hope; if research is for betterment of education and improve learning, give sacrifice for your own time, money and energy.

Be sincere to your purpose of being a teacher and be sincere to yourself.

Stay hopeful, have faith; no problem is bigger than human courage and will.

dear Nazia Asad

it is excellent idea and excellent thinking way.

good luck

To me both teaching and research are important for a university lecturer. These two are complementary and one cannot do well without the other.

dear Kezang Sherab

it is excellent idea and excellent thinking way.

good luck

Dear Kezang Sherab:

Your answer of "one cannot do well without the other" is idealistic (and naive though, doubtlessly well intentioned) and is not representative of the objective reality of the academy. This is so at least in the West, where universities are stocked with mediocre professors who survived through aggressive publishing. In other words, as far as the West is concerned, a professor can do well in publishing without doing well in teaching. Poor student evaluations are less important in teachers' assessments by the university then contributing to a large volume of publications which most schools use to market for serious students that will then pay higher tuition. Go to any university faculty web page of any western university, Kezang Sherab, and see if what they highlight about that faculty member is student evaluations or even a teaching award (a rare commodity these days). No! what you see is a listing of their articles, conference papers, academic book reviews, white papers, etc. This is the material for the academic gravitas they sell for students willing to pay high tuition even if that means that most will graduate with tens of thousands of dollars in student loans, to be paid back in installments within six months of graduation with an interest rate that will double if that debt is sold to another company. Essentially, students are willing to become debt slavers for decades on the seduction of an education provided by faculty with a robust history of research. That is what the academy wants.

thank you dear Alexander Franco

thank you dear Dr. Qais Faryadi

University lecturer has three primary duties, teaching, research and community engagement. As a lecturer or an University professor, some lecturers and professors were there to help you to climb academy ladder. I think its our duty to teach. The post-graduate students requires your time to take them through in their research projects and thesis. Thus teaching.

University is an educational institutions and academics/ faculty members (those involved in teaching) are teachers.

I am a teacher. And i am proud to be part of this noble profession.

Long ago when I finished my PhD, I took initiative to interview the senior faculty in my program (Science Education). One question I asked was what they would change about their careers in higher education if they could give their younger selves advice. The most poignant and impactful response I received was from the most accomplished published researcher: "I wish I had not separated so much my teaching and my research. As a result, my research dominated my time and my teaching was negatively impacted." As an experienced K-12 classroom teacher before I entered my doctoral program, I took that advice to heart and sought a way to conduct research (and publish) and NOT take away time and energy from my university teaching. As someone in education, my strategy was to add as a major part of my research program conducting rigorous research --and publishing on it--on my own teaching in higher education (an option I especially had as a faculty member in the College of Education). Fortunately, such risky first person research even in the field of education (oftentimes assisted by my many graduate students and visiting faculty who added a third person balance to the storytelling) was on the whole successful, and I indeed was able to "pay the master" with a body of published research (and secure much needed external funding, also a key criterion in my field of science education for tenure and promotion) while placing desired, and needed time and attention, on my teaching. While my strategy to avoid not being able to place attention on my teaching due to research demands may not be as possible to others to follow (or be supported by their college colleagues or administrators) as fully by other tenure track faculty members outside of the College of Education, content specialists in higher education who wish to turn their exceptionally research trained eyes on their teaching may at times find success in adding a study of their teaching a class a certain way as something that can be competitive to study, report, and submit for manuscript review to a disciplinary journal. Many such journals now include an education section in which rigorous study of the teaching of the discipline in higher education may be published. At least I know that is possible after helping multiple of my content specialist (scientists) colleagues over the years accomplish this at my own institution and profession. Not a complete solution, by any means, to the important question under discussion that is endemic to higher education worldwide, but maybe one small and manageable step to consider taking that could permit someone else to achieve the desired aim (that is, finding a way to place adequate and needdtime on teaching without negatively impacting the need to conduct research that can be published). Best to all.

dear dr Kgomotlokoa Linda Thaba-Nkadimene

thanks a lot for your clear answer

dear dr J. Randy McGinnis

thanks a lot for your clear answer

All is important

Both are important, but some universities encourage their teachers to publish in Scopus or Clarivate-indexed journals to raise their rankings internationally.

Both are important

Blend of research and teaching can be effective for a young educators like us. Research can be one of the contributors to teacher educator programmes. Through research based informations and knowledge emanating from a range of academic disciplines can mould the essence of teaching. It can be also used to inform the design and structure of teacher educator programmes to investigate the impact of one's interventions or to explore the positive or negative affects of educational practices

the team work is better than single work