Mostafa - ideally, it shouldn't be a case of one having priority over the other - but it does happen. They are, in my mind, equally complementary and scholars should seek to utilise their own research findings to underpin their teaching wherever they can and where appropriate. That said, there is a move in some universities internationally (including at my current university) to break the teaching/research nexus through creating new roles such as 'teaching specialist' roles. These roles are almost wholly teaching-focused with no research undertaken.

Research should be given priority because it is through research that new knowledge and skills can be discover to innovate the curriculum. Research determine what is taught in schools.

Bahtilla, I agree that research has an important role in expanding knowledge but I can see a good deal of academicians who are flourishing their research capabilities at the expense of teaching.

Mostafa - ideally, it shouldn't be a case of one having priority over the other - but it does happen. They are, in my mind, equally complementary and scholars should seek to utilise their own research findings to underpin their teaching wherever they can and where appropriate. That said, there is a move in some universities internationally (including at my current university) to break the teaching/research nexus through creating new roles such as 'teaching specialist' roles. These roles are almost wholly teaching-focused with no research undertaken.

You are right Dean. Some universities, including mine, are so tough in research regulations but easy-going in considering educational standards. I think educational standards should be improved vis a vis research standards.

Paul: Both research and teaching are important skills. It's challenging to be highly successful at both of them. Most college professors excel at one or the other.

I think it depends on the type of university which employs you. Some universities are "Research" institutions. Other universities are "Teaching" institutions. I am currently working at a Teaching university, so teaching takes about 80% of my time and efforts.

Mostafa Morady Moghaddam It is hard to make this comparison, but generally, it is the policy of the university or the faculty you work with.

Some universities are more focused on research and give more weight to it. On the other hand, there are some institutions that focus on teaching and students are their only product, not research.

Mostafa - I think that there should not be a priority of teaching over researching or vice versa. Both are supplementary and complementary to each other.

In fact good teachers need to be good researchers. It seems world over that the trend in universities is to have teaching, research and extension. A successful teacher should use the outcomes of research in his area of teaching and if possible extend it to the community and society.

Unfortunately, some universities are more focused on research and give more weight to it. On the other hand, there are some institutions that focus on teaching and students are their only product, not research.

If the academia did all research and no teaching, there would be no academia in just a few short decades as all qualified researchers died out. If the academia did all teaching and no research, it could continue indefinitely as an institution, but the knowledge it disseminated would ossify. Therefore I conclude that for the academia to sustain itself as an institution and do good in the world, neither should be given priority to the other overall.

Both are important, but is is quite difficult to find a balance.

Actually all scientific fields are advanced in both teaching and research (though in an unbalanced manner to each other). This argumentation is now apparent even at humanitarian or social sciences. For example in-field archaeological excavations are retrofitting the academic content of Archaeology and vice versa. Another example is the taught-field of “environmental education” where in-field educational research/programs are strengthening the environmental consciousness of all participants and educators.

Both are important and are simultaneously required to proceed together (go hand in hand)

Both are important, in the same way that the extension and transfer of knowledge to society are part of the commitment of the members of the Faculty. That said, it is undeniable that not all good researchers have teaching qualities and vice versa. For this reason I think that the chair teams should compensate their different skills and work on their development.

A good balance is the winning mix.