Studies in Philosophy and Education vol:26 pages:449-465
Despite the widespread belief in a positive influence of research on education, the empirical evidence is lacking (Hattie and Marsh 1996). Several authors have questioned the appropriateness of the operationalisation of both aspects of the relation between teaching and research. This article takes a closer look at the research questions in empirical studies on the nexus between teaching and research and examines the used variables and their measurement techniques. The study reveals that the used variables and their operationalisation are diverse as well as limited. There is for example a diversity in the investigated population, the level of analysis (individual faculty, department, institutions), the nature of the institutions investigated or the questionnaires used. The rationalisa-tion of both teaching and research is limited. Student learning or the way research is integrated into teaching are virtually absent and the measurement of research is mostly confined to the quantity of the research output.
This calls for a more systematic research agenda in which student learning is investigated along with more fine grained measures of teaching and in which the relation of these two indicators and the research proficiency of faculty are looked at.