Between Teaching and Research: Challenges of the Academic Profession in Croatia

Discussions about synergy or independence of teaching and research are present in many studies (Bilić, 2009; Brew & Boud, 1995; Enders & Teichler, 1997; Griffiths, 2004; Jakovljević, 2010; Jenkins, 2000; Ramsden & Moses, 1992). Humboldt’s model introduced synergy between teaching and res...

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Autores principales:	Marko Turk, Jasminka Ledić
Formato:	article
Lenguaje:	EN
Publicado:	University of Ljubljana 2016
Materias:	Education (General) L7-991
Acceso en línea:	https://doaj.org/article/62f678f95d2f4cda92796f5a32f053be
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id	oai:doaj.org-article:62f678f95d2f4cda92796f5a32f053be
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spelling	oai:doaj.org-article:62f678f95d2f4cda92796f5a32f053be2021-11-22T15:31:41ZBetween Teaching and Research: Challenges of the Academic Profession in Croatia1855-97192232-2647https://doaj.org/article/62f678f95d2f4cda92796f5a32f053be2016-03-01T00:00:00Zhttps://ojs.cepsj.si/index.php/cepsj/article/view/106https://doaj.org/toc/1855-9719https://doaj.org/toc/2232-2647Discussions about synergy or independence of teaching and research are present in many studies (Bilić, 2009; Brew & Boud, 1995; Enders & Teichler, 1997; Griffiths, 2004; Jakovljević, 2010; Jenkins, 2000; Ramsden & Moses, 1992). Humboldt’s model introduced synergy between teaching and research, thus highlighting the importance of originality in scientific work and of the dissemination of the knowledge stemming from it. The synergy between teaching and research is also referenced in the education policy of the European Union, with the Berlin Communique (2003) introducing a request for the promotion of better synergy between European educational and research areas. However, studies reveal a different understanding of the teaching-research relationship between those who advocate their synergy (Brew & Boud, 1995; Jenkins, 2000; Neumann, 1993) and those who advocate their mutual independence (Hattie & Marsh, 1996; Ramsden & Moses, 1992). Examining different perspectives of the teaching-research relationship, the research presented in this paper focused on understanding how academics see their dominant roles. Its objective was to examine how academics perceive their roles as teachers and researchers. A qualitative approach was used, with data being collected using a standardised semi-structured interview. A total of 60 interviewees participated in the research, all academics from Croatia. The results revealed that the research participants see themselves most frequently as teachers, then as teachers and researchers, and least frequently as predominantly researchers. Their identification is mainly determined by external factors, most frequently negatively connoted, which presents a challenge within the context of job satisfaction. Such results also point to legal, material, personnel and administrative difficulties in the Croatian higher education system. Marko TurkJasminka LedićUniversity of LjubljanaarticleEducation (General)L7-991ENCenter for Educational Policy Studies Journal, Vol 6, Iss 1 (2016)
institution	DOAJ
collection	DOAJ
language	EN
topic	Education (General) L7-991
spellingShingle	Education (General) L7-991 Marko Turk Jasminka Ledić Between Teaching and Research: Challenges of the Academic Profession in Croatia
description	Discussions about synergy or independence of teaching and research are present in many studies (Bilić, 2009; Brew & Boud, 1995; Enders & Teichler, 1997; Griffiths, 2004; Jakovljević, 2010; Jenkins, 2000; Ramsden & Moses, 1992). Humboldt’s model introduced synergy between teaching and research, thus highlighting the importance of originality in scientific work and of the dissemination of the knowledge stemming from it. The synergy between teaching and research is also referenced in the education policy of the European Union, with the Berlin Communique (2003) introducing a request for the promotion of better synergy between European educational and research areas. However, studies reveal a different understanding of the teaching-research relationship between those who advocate their synergy (Brew & Boud, 1995; Jenkins, 2000; Neumann, 1993) and those who advocate their mutual independence (Hattie & Marsh, 1996; Ramsden & Moses, 1992). Examining different perspectives of the teaching-research relationship, the research presented in this paper focused on understanding how academics see their dominant roles. Its objective was to examine how academics perceive their roles as teachers and researchers. A qualitative approach was used, with data being collected using a standardised semi-structured interview. A total of 60 interviewees participated in the research, all academics from Croatia. The results revealed that the research participants see themselves most frequently as teachers, then as teachers and researchers, and least frequently as predominantly researchers. Their identification is mainly determined by external factors, most frequently negatively connoted, which presents a challenge within the context of job satisfaction. Such results also point to legal, material, personnel and administrative difficulties in the Croatian higher education system.
format	article
author	Marko Turk Jasminka Ledić
author_facet	Marko Turk Jasminka Ledić
author_sort	Marko Turk
title	Between Teaching and Research: Challenges of the Academic Profession in Croatia
title_short	Between Teaching and Research: Challenges of the Academic Profession in Croatia
title_full	Between Teaching and Research: Challenges of the Academic Profession in Croatia
title_fullStr	Between Teaching and Research: Challenges of the Academic Profession in Croatia
title_full_unstemmed	Between Teaching and Research: Challenges of the Academic Profession in Croatia
title_sort	between teaching and research: challenges of the academic profession in croatia
publisher	University of Ljubljana
publishDate	2016
url	https://doaj.org/article/62f678f95d2f4cda92796f5a32f053be
work_keys_str_mv	AT markoturk betweenteachingandresearchchallengesoftheacademicprofessionincroatia AT jasminkaledic betweenteachingandresearchchallengesoftheacademicprofessionincroatia
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Between Teaching and Research: Challenges of the Academic Profession in Croatia

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