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Research productivity and scholarly accomplishment of college teachers as related to their instructional effectiveness: A review and exploration

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Abstract

This analysis reviews the research that has been done on the connection between research productivity or scholarly accomplishment of faculty members and their teaching effectiveness (as assessed by their students). On average, there is a very small positive association between the two variables. To understand this relationship better, extant research was explored for factors that might mediate either positive or inverse associations between research productivity and teaching effectiveness and those that possibly could be common causes of them. Pedagogical practices and dispositions of faculty members, as well as certain course or class characteristics (size of class, electivity of course), were examined as potential mediating factors. Potential common causes investigated were academic rank and age of faculty members, their general ability, their personality characteristics, and the amount of time or effort they spend on research activities. The association between research productivity and teaching effectiveness was explored further by considering whether its size and direction varies by career stage of faculty members, their academic discipline, and the type of college or university in which they teach.

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  1. Department of Sociology, State University of New York, 11794-4356, Stony Brook, NY

    Kenneth A. Feldman

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Feldman, K.A. Research productivity and scholarly accomplishment of college teachers as related to their instructional effectiveness: A review and exploration. Res High Educ 26, 227–298 (1987). https://doi.org/10.1007/BF00992241

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