The Modern Integration of Research Activities with Teaching and Learning.
No issue is more basic in modem higher education than the relationship between research and teaching. And no issue occasions more superficial thought and retrogressive criticism both outside and inside the academy. In the United States, but not there alone, an incompatibility thesis has increasingly been voiced during the 1980s and early 1990s. We repeatedly hear assertions that when university professors do research they avoid teaching, that the time they spend on one is time taken from the other, that deep interest in research entails low interest in teaching, and, notably, that when academics do research they abandon students. Though popularized mainly by outside critics, we find this oppositional view even reflected in standard survey questions posed by academics in studies of academics. Professors are asked: are you interested in research or in teaching? Do you spend your time in research or in teaching? Which does your institution emphasize? Universities seemingly accept the thrust of the incompatibility thesis when they defensively answer criticisms with lame rebuttals that professors really do not run off to do research as much as is claimed, that critics can find professors in "the classroom" if they only look hard enough and sympathetically comprehend all the many things that academics have to do. A contrary perspective, here developed from cross-national research, offers a better purchase on the role of research in education [8, 9]. A