Classroom teaching or academic publishing? An investigation of Philippine doctoral academics’ beliefs

Abstract

Classroom teaching, academic publishing, and community service may be considered the primary responsibilities among academics in higher education institutions (HEIs). While there have been a number of studies that explored the teaching–research nexus in different contexts, little is known about the perceived roles of HEI academics with regard to teaching and research. This article explores Philippine HEI doctoral academics’ (academics with doctoral degrees) views of their roles in teaching and research. Data were obtained from interviews with 53 doctoral academics who had 11–25 years of teaching experience. Findings revealed that doctoral academics viewed themselves as classroom teachers, which undermined the teaching–research nexus due to their inadequate training and exposure to research and publication when they were pursuing their doctoral degrees. This article argues that academic orientation plays a key role toward academics’ perceptions of teaching and research in HEIs. Such findings suggest the need to revisit both national and institutional policies on teaching and research pedagogy among Philippine HEIs.