Are Teachers and HE Are on the Same Page? Calling for a Research-Teaching Nexus among Ethiopian and Pakistani Academics

Autor/inn/en	Tadesse, Endale Fantahun; Khalid, Sabika
Titel	Are Teachers and HE Are on the Same Page? Calling for a Research-Teaching Nexus among Ethiopian and Pakistani Academics
Quelle	In: Journal of Applied Research in Higher Education, 15 (2023) 1, S.130-151 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tadesse, Endale Fantahun) ORCID (Khalid, Sabika)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2050-7003
DOI	10.1108/JARHE-09-2021-0348
Schlagwörter	College Faculty; Teacher Attitudes; Cross Cultural Studies; Higher Education; Foreign Countries; Organizational Culture; Universities; Comparative Analysis; Teacher Surveys; Research; Faculty Workload; Student Empowerment; Career Development; Faculty Development; Educational Change; Teaching Methods; Curriculum Development; Research and Development; Economic Development; Pakistan; Ethiopia + Suchen Sie Ihr Suchwort? Fakultät; Lehrerverhalten; Cultural comparison; Kulturvergleich; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Unternehmenskultur; University; Universität; Forschung; Studienberechtigung; Berufsentwicklung; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Forschung und Entwicklung; Wirtschaftsentwicklung; Äthiopien
Abstract	Purpose: Integrating research into teaching at higher education institutions (HEIs) has become a current goal of Western countries due to the reliability of this approach in promoting lifelong student learning and improving the teaching quality in higher education. However, integrating research into teaching is not as easy as "pushing a button"; instead, it requires the positive perceptions of teachers and university culture under the 21st-century higher education (HE) paradigm. With regard to HE in non-Western countries, only a small amount of literature exists. Design/methodology/approach: The present study adopted a survey design to compare teachers' perceptions towards research-teaching nexus (RTN) among Pakistan and Ethiopian faculties. Findings: The current study demonstrated that HE should furnish academics with a research environment that stimulates the integration of research into teaching to empower students with knowledge that they can use in future professional careers. Research limitations/implications: Even though this study examines two nations with several HEIs, it is limited to universities that could be contacted, so future qualitative studies are needed in the HE systems of both countries to obtain a deeper and more comprehensive understanding of students' and teachers' actual RTN practice. Practical implications: Aiding teachers with an intensive professional development to which illuminate teachers with research, teaching and integrating skills and reform the curriculum, which empowers teachers and students. Originality/value: The study is conducted in Ethiopia and Pakistan public higher institutions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01