I think the Hattie and Marsh meta-analysis was probably the most definitive on the teaching-research link (or lack thereof at an individual level):

In a metaanalysis
of these correlational studies of university
academics, Hattie and Marsh (1996) considered 58
research articles contributing 498 correlations and
found that the overall correlation was 0.06. ‘Based
on this review we concluded that the common
belief that teaching and research were inextricably
intertwined is an enduring myth. At best teaching
and research are very loosely coupled’



(This is pulled from Alan Jenkins 2004 HEA publication: A Guide to the Research Evidence on teaching-Research Relations which discusses the research findings at individual, departmental and instituttional levels). Available here: http://www.heacademy.ac.uk/assets/York/documents/ourwork/research/id383_guide_to_research_evidence_on_teaching_research_relations.pdf



Debby



Dr. Debby Cotton
Acting Head of Educational Development
Teaching and Learning Directorate
Tel: 01752 587614
http://www.plymouth.ac.uk/staff/dcotton
________________________________________
From: Online forum for SEDA, the Staff & Educational Development Association [[log in to unmask]] On Behalf Of Giles Polglase [gop] [[log in to unmask]]
Sent: 18 February 2011 10:55
To: [log in to unmask]
Subject: Re: PhDs and Learning & Teaching

Dear Peter,

This is a very old debate. Prosser's research reflects John Henry Newman (1852) observation that "To discover and to teach are distinct functions; they are also distinct gifts, and are not commonly found united in the same person."

However, in the complex realities of modern academia our staff are expected to be "experts of all trades and jacks of none".

Can you keep the Mailing List updated if you find relevant research??

Many thanks

Giles Polglase
BSc, PG Dip (Oxon), PGCE, FSEDA, FHEA, MIfL
Cynorthwyydd Cydgysylltydd  / Assistant Coordinator
Y Ganolfan Datblygu Staff ac YmarferAcademaidd  / Centre for the Development of Staff and Academic Practice
G19, Adeilad Cledwyn Building
Prifysgol Aberystwyth University
Aberystwyth
Ceredigion
DU / UK
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-----Original Message-----
From: Online forum for SEDA, the Staff & Educational Development Association [mailto:[log in to unmask]] On Behalf Of Peter Hartley
Sent: 18 February 2011 10:29
To: [log in to unmask]
Subject: Re: PhDs and Learning & Teaching

If only a tiny minority do not have PhDs then how can you establish a link?
Work by Mike Prosser is relevant here. Some years ago he gave a presentation where he suggested that there is no direct linear relationship between quality of teaching and research expertise. His data suggested that some of us are good at both, some are good at one and not so good at the other, and - alas - some of us are not much good at either. Has anyone got the reference to this study?

Peter

On 18 Feb 2011, at 09:58, Probyn, Paul wrote:

> Given the recent discussion on this forum about the possible use of the
> proportion of staff who are operating at UKPSF standard 2 or equivalent
> as a PI in the information to be provided to prospective students, it
> was interesting to read in this week's Times Higher the comments of the
> Director General of the Russell Group:
> "The vast majority of our academics have doctorates......academics
> without a doctorate would be very much in a tiny minority.  This has
> been the case at Russell Group universities for many years.  Providing a
> first-class teaching and learning experience is vitally important to our
> universities."
> I'm aware of the considerable research conducted into research-informed
> teaching, however defined, but this is the first time I have seen the
> research-led universities proposing that the quality of teaching and
> learning is directly correlated with the proportion of staff holding a
> PhD.  Is anyone aware of any research that underpins this contention?
>
> Thanks.
>
> Paul Probyn