The Teaching and Research Nexus in the Third Wave Age

  • Akira ArimotoEmail author
Part of the The Changing Academy – The Changing Academic Profession in International Comparative Perspective book series (CHAC, volume 9)


This chapter discusses teaching and research nexus which is a controversial issue among higher education scholars. CAP data enable the analysis of different dimensions of teaching and research activities as well as academics perception on the nexus between the two. According to CAP data in 2007 and the Carnegie data in 1991, many countries moved toward research-focused systems. In addition, this chapter expands discussion from teaching and research issues to the triple relationships between teaching, learning, and research. In the third wave of university development, the university is now confronting conflicting demands—a strong research orientation and enhancing quality of education. This chapter proposes some directions for better linkage between the triple relationships—teaching, learning, and research.


Academic Staff Knowledge Society Research Orientation Academic Productivity Academic Profession 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


  1. Altbach, P. G. (Ed.). (1996). The international academic profession: Portraits of fourteen countries. Princeton: Carnegie Foundation for the Advancement of Teaching.Google Scholar
  2. Arimoto, A. (1981). Sociology of academics (in Japanese). Tokyo: Gakubunsha.Google Scholar
  3. Arimoto, A. (1987). Study of Mertonian sociology of science: Formation and development of its paradigm. Tokyo: Fukumura (in Japanese).Google Scholar
  4. Arimoto, A. (1996). Study of center of learning (in Japanese). Tokyo: Toshindo.Google Scholar
  5. Arimoto, A. (2006). Institutionalization of faculty development with a focus on Japan. Reports of changing academic profession project workshop on quality, relevance, and governance in the changing academia: International perspectives. COE publication series, No .20, RIHE, Hiroshima University, September 2006, pp. 3–20.Google Scholar
  6. Arimoto, A. (2007). National research policy and higher education reforms with focus on Japanese case. In S. Sorlin & H. Vessuri (Eds.), Knowledge society vs. knowledge economy: Knowledge, power, and politics (pp. 175–197). New York: Macmillan.Google Scholar
  7. Arimoto, A. (Ed.). (2008). The changing academic profession in Japan (in Japanese) (CAPJ). Tokyo: Tamagawa University Press.Google Scholar
  8. Arimoto, A. (2009a). Changing academic profession in the world from 1992 to 2007 (Keynote presented at the CAP seminar, Garden Palace, Hiroshima, February, 2009), RIHE international seminar reports, No. 13, September 2009, pp. 1–37.Google Scholar
  9. Arimoto, A. (2009b). The competitive environment of academic productivity and the academic research enterprise in the case of Japan. Asia Pacific Education Review, 10(1), 29–46.CrossRefGoogle Scholar
  10. Arimoto, A. (2010) Differentiation and integration of research, teaching and learning in the knowledge society: from the perspective of Japan. RIHE International Seminar Reports, No. 15, December 2010, pp. 1–28.Google Scholar
  11. Arimoto, A. (2011a). The changing nature of academic work from an international comparative perspective. In Higher education forum (pp. 1–22). Hiroshima: RIHE, Hiroshima University.Google Scholar
  12. Arimoto, A. (Ed.). (2011b). The changing academic profession in the world (in Japanese). Tokyo: Tamagawa University Press.Google Scholar
  13. Arimoto, A. (2012). Linking graduate and undergraduate education in the knowledge society: Exploring key quality issues from a Japanese perspective. In D. E. Neubauer (Ed.), The emergent knowledge society and the future of higher education: Asian perspective (pp. 99–116). London/New York: Routledge.Google Scholar
  14. Arimoto, A., & Ehara, T. (Eds.). (1996). International comparison of the academic profession (in Japanese). Tokyo: Tamagawa University Press.Google Scholar
  15. Becher, T., & Parry, S. (2007). The endurance of the disciplines. In I. Bleiklie & M. Henkel (Eds.), Governing knowledge: A study of continuity and change in higher education-A fertscrift in honour of Maurice Kogan (pp. 133–144). Dordrecht: Springer.Google Scholar
  16. Ben-David, J. (1977). Centers of learning: Britain, France, Germany, United States: An essay. New York: McGraw-Hill.Google Scholar
  17. Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton: Carnegie Foundation for the Advancement of Teaching.Google Scholar
  18. Clark, B. R. (1983). Higher education system: Academic organization in cross-national perspective. Berkeley: University of California Press.Google Scholar
  19. Clark, B. R. (1997). The modern integration of research activities with teaching and learning. Journal of Higher Education, 68(3), 241–255. May June 1997.CrossRefGoogle Scholar
  20. Cummings, W. K. (2009). Teaching versus research in the contemporary academy. RIHE international seminar reports, No.13, September, pp. 33–55.Google Scholar
  21. Geiger, R. (Ed.). (2000). The American college in the nineteenth century. Nashvill: Vanderbilt University Press.Google Scholar
  22. Gibbons, M., Limoges, C., Nowotny, H., Schwartzman, S., Scott, P., & Trow, M. (1994). The new production of knowledge: The dynamics of science and research in contemporary societies. London: SAGE.Google Scholar
  23. Glassick, C. E., Huber, M. T., & Maeroff, G. I. (1997). Scholarship assessed: Evaluation of the professoriate. San Francisco: Jossey Bass.Google Scholar
  24. Harper, S., & Jackson, J. F. L. (Eds.). (2011). Introduction to American higher education. New York/London: Routledge.Google Scholar
  25. Kogan, M., & Teichler, U. (Eds.). (2007). Key challenges to the academic profession, UNESCO forum on higher education, research and knowledge, Werkstattberichte 65, International Center for Higher Education Research Kassel at the University of Kassel.Google Scholar
  26. MEXT-NISTEP. (2007). NISTEP Report No. 102 (Report on the World Top Class COE in the U.S.). Tokyo: MEXT-NISTEP.Google Scholar
  27. Nicholls, G. (2005). The challenge to scholarship: Rethinking learning, teaching, and research, key issues in higher education. London: Routledge.Google Scholar
  28. Ogata, N. (2008). Academics’ views about students. In A. Arimoto (Ed.), Changing academic profession in Japan (in Japanese) (pp. 111–122). Tokyo: Tamagawa University Press.Google Scholar
  29. Oleson, A., & Voss, J. (1979). The organization of knowledge in modern America, 1860–1920. Baltimore: Johns Hopkins University Press.Google Scholar
  30. Parry, S. (2007). Disciplines and doctorates. Dordrecht: Springer.Google Scholar
  31. RIHE. (2008). The changing academic profession in international, comparative and quantitative perspectives. Report of the international conference on the changing academic profession project, 2008. Hiroshima: RIHE, Hiroshima University.Google Scholar
  32. RIHE. (2009). The changing academic profession over 1992–2007: International, comparative, and quantitative perspective. RIHE international seminar reports, No.13. RIHE, Hiroshima University, September 2009.Google Scholar
  33. Shin, J. C., Toutkoushian, R. K., & Teichler, U. (Eds.). (2011). University rankings: Theoretical basis, methodology and impacts on global higher education. Dordrecht: Springer.Google Scholar
  34. Shinbori, M. (1973). Research of academic productivity (in Japanese). In Daigaku ronshu, No. 1 (pp. 11–19). Hiroshima: RIHE, Hiroshima University.Google Scholar
  35. Ushiogi, M. (1986). A report on campus ecology (in Japanese). Tokyo: Chuokoron.Google Scholar
  36. Ushiogi, M. (2008). Is the end of Humboldtian ideal?: New dimension of modern university (in Japanese). Tokyo: Toshindo.Google Scholar
  37. Von Humboldt, W. (1910). On the spirit and the organizational framework of intellectual institutions in Berlin (trans: Edward Shils) Minelva 8 (1970): pp. 242–50.Google Scholar
  38. Zuckerman, H. (1977). Scientific elite: Nobel laureates in the United States. New York: The Free Press.Google Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  1. 1.Research Institute for Higher EducationKurashiki Sakuyo UniversityKurashikiJapan

Personalised recommendations