Hi All
Has anybody looked at the effect of incentives systems on the nexus research/teaching? If universities pay for highly rigerous but not really relevant research then I would not wonder that teaching is often unrelated to research. As different countries apply different incentives system (e.g the German system still is very much a fixed wage system) you could maybe try to have a look whether "you get what you pay for" is a moderator?
Best
Antoinette
Prof. Dr. Antoinette Weibel
Universitäre Hochschule Liechtenstein
Fürst-Franz-Josef-Strasse
9490 Vaduz
Telefon +423 265 1155
antoinette.weibel@hochschule.li
newest working paper:
http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1349690
________________________________________
Von: Karl Strandberg [
modecon@EARTHLINK.NET]
Gesendet: Freitag, 20. November 2009 23:39
Betreff: Re: Teaching/research
Thanks, Ben! "Leading Quietly" is not a book that I am familiar with; I'll have to check it out. I think we need to look at each of the personality characteristics from a both-and perspective, rather than either-or. This is especially true, I think, of the Thinking-Feeling scale on the MBTI.
Thanks for sharing the reference!
Karl Strandberg
-------Original Message-------
From: Ben Schneider<mailto:
BSchneider@VALTERA.COM>
Date: 11/20/2009 2:24:13 PM
To:
OB@AOMLISTS.PACE.EDU<mailto:
OB@AOMLISTS.PACE.EDU>
Subject: Re: [OB-LIST] Teaching/research
Good point Karl. Have you found a book called “Leading Quietly” by Joseph L. Badaracco, Jr. (HBS Press, 2002)? Really interesting perspective that shows not all leaders are charismatic/transformational types.
Ben
Benjamin Schneider, Ph.D.
Senior Research Fellow, VALTERA
Professor Emeritus, University of Maryland
1363 Caminito Floreo, Suite G
La Jolla, CA 92037
tel/fx: 858-488-7594
bschneider@valtera.com
VALTERA ®
Better Organizations Through Better Science ®
www.valtera.com
Chicago Corporate Office:
Valtera Corporation
1701 Golf Rd., 2-1100
Rolling Meadows, IL 60008-4257
www.valtera.com
This email and attachments, if included, may contain material that is
confidential. This material is intended for the sole use of the individual
or entity to whom it is addressed. If you received this message in error,
please contact the sender and delete all copies.
________________________________
From: Organizational Behavior Division Listserv [mailto:
OB@AOMLISTS.PACE.EDU] On Behalf Of Karl Strandberg
Sent: Friday, November 20, 2009 12:34 PM
To:
OB@AOMLISTS.PACE.EDU
Subject: Re: [OB-LIST] Teaching/research
Edwin, I encourage you to revisit your assumption that the majority of great teachers are extroverts. Introverts can choose, even though it is not their behavior preference, to be extroverted in their teaching. It takes more emotional energy; however, I contend that they can be equally as competent in teaching as extroverts. The same is true with leaders; introverts can be highly effective leaders. That is one of the reasons that I am not a fan of the interpretations of the 'Big Five' personality dimensions.
Karl Strandberg
-------Original Message-------
From: Edwin Locke<mailto:
elocke@RHSMITH.UMD.EDU>
Date: 11/20/2009 11:12:11 AM
To:
OB@AOMLISTS.PACE.EDU<mailto:
OB@AOMLISTS.PACE.EDU>
Subject: Re: [OB-LIST] Teaching/research
There may be a good reason why studies have not shown teaching and research to be correlated: they require almost totally different skills, and, I think, different personalities. I think most great teachers tend to be extroverts. They are very good at arousing emotional entusiasm. Many great researchers tend to be introverts, although I know of exceptions. All the more reason to have great teachers teach more and get rewarded for it.
Edwin A. Locke
Dean's Professor of Leadership and Motivation (Emeritus)
Robert H. Smith School of Business
32122 Canyon Ridge Drive
Westlake Village, CA 91361
818 706 9361 (in CA) TEL
same FAX
elocke@rhsmith.umd.edu<mailto:
elocke@rhsmith.umd.edu>
http://www.rhsmith.umd.edu<http://www.rhsmith.umd.edu/>
http://edwinlocke.com<http://edwinlocke.com/>
[cid:0184F19A-7965-4A67-81AB-217FA562D7BB]"Aguinis, Herman" <
haguinis@INDIANA.EDU>
"Aguinis, Herman" <
haguinis@INDIANA.EDU>
Sent by: Organizational Behavior Division Listserv <
OB@AOMLISTS.PACE.EDU>
11/20/2009 06:02 AM
Please respond to
Organizational Behavior Division Listserv <
OB@AOMLISTS.PACE.EDU>
To
OB@AOMLISTS.PACE.EDU
cc
Subject
Re: [OB-LIST] Teaching/research
Bård,
Great point. The average relationship across studies can be zero (nor near zero), but this may be due to the relationship being positive in some studies and negative in others. In addition, meta-analysis is likely to tell us that moderators do not exist when in fact they might. For example, see: Aguinis, Sturman, & Pierce (2008), Comparison of three meta-analytic procedures for estimating moderating effects of categorical variables. Organizational Research Methods, 11, 9-34. This article and others related to tests of moderators are available at
http://mypage.iu.edu/~haguinis/
I hope this helps!
--Herman.
*****************************************************
Herman Aguinis, Ph.D.
Dean's Research Professor &
Professor of Organizational Behavior and Human Resources
Department of Management and Entrepreneurship
Kelley School of Business, Indiana University
http://mypage.iu.edu/~haguinis/
****************************************************
From: Organizational Behavior Division Listserv [mailto:
OB@AOMLISTS.PACE.EDU] On Behalf Of Bard Kuvaas
Sent: Friday, November 20, 2009 2:20 AM
To:
OB@AOMLISTS.PACE.EDU
Subject: Re: [OB-LIST] Teaching/research
Or maybe look for moderators? Can third factors expalin when there is a relationship and when there is not?
Bård
Bård Kuvaas, Dr. Oecon/PhD
Professor of Organizational Psychology
Department of Leadership and Organization Management
BI Norwegian School of Management
Nydalsveien 37, 0442 Oslo, Norway
Telephone: +47 06600
Dial direct: + 47 4641 0731
Telefax: +47 4641 0701
Home telephone: +47 6301 0478
E-mail:
bard.kuvaas@bi.no
Home page:
http://www.bi.no/Content/AcademicProfile____68856.aspx?ansattid=FGL90032
DOAN WINKEL <
doanemil@MSN.COM>
Sent by: Organizational Behavior Division Listserv <
OB@AOMLISTS.PACE.EDU>
20.11.2009 05:35
Please respond to
Organizational Behavior Division Listserv <
OB@AOMLISTS.PACE.EDU>
To
OB@AOMLISTS.PACE.EDU
cc
Subject
Re: [OB-LIST] Teaching/research
Cindi -
Great thought on reframing the question. One step further would be asking, since studies apparently show very little relationship between teaching and research, how do we go about establishing (or re-establishing) the relationship between the two?
Doan
________________________________
Doan Winkel
PhD Candidate
University of Wisconsin - Milwaukee
Sheldon B. Lubar School of Business - N368
PO Box 742
Milwaukee, WI 53201
> Date: Thu, 19 Nov 2009 18:32:08 -0700
> From:
cfukami@DU.EDU
> Subject: [OB-LIST] Teaching/research
> To:
OB@AOMLISTS.PACE.EDU
>
> Hi everyone,
> Our colleagues Roy Lewicki and James Bailey have recently published a very interesting chapter on the relationship between teaching and research. It is titled: " The Research-Teaching Nexus: Tensions and Opportunities," and appears in The Handbook of Managerial Learning, Education, and Development, edited by Steven Armstrong and myself.
>
> I think a more interesting question is not whether they are related, but why they are or are not.
>
> Take care,
> Cindi Fukami
>
> --
>
> Cindi Fukami
> Professor of Management
> 2101 S University Blvd.
> Denver CO 80208-8941
> 303.871.2193
>
> [cid:3341500328_46054]
>
>
________________________________
Windows 7: It works the way you want. Learn more.<http://www.microsoft.com/Windows/windows-7/default.aspx?ocid=PID24727::T:WLMTAGL:ON:WL:en-US:WWL_WIN_evergreen:112009v2>
<http://www.incredimail.com/index.asp?id=109094&rui=104440663>
[cid:A49AFE16-757D-4A01-9755-F1928D867243]<http://www.incredimail.com/index.asp?id=109094&rui=104440663>
#####################################################################################
This e-mail message has been scanned for Viruses and Content and cleared
by MailMarshal
#####################################################################################