Connected or Conflicted? Doctoral Students' Evolving Perceptions of the Teaching-Research Relationship

Authors

Michelle A. Maher, University of South CarolinaFollow
Joanna A. Gilmore, University of Texas at Austin
David F. Feldon, Utah State UniversityFollow
Telesia E. Davis, University of South CarolinaFollow

Document Type

Article

Journal/Book Title/Conference

Journal of School Public Relations

Volume

35

Issue

3

Publisher

University of Toronto Press * Journals Division

Publication Date

1-1-2014

First Page

402

Last Page

425

Abstract

For doctoral students aspiring to a faculty career, perceiving connections between the core faculty activities of teaching and conducting research is essential for professional success. Using the conceptual lens of professional socialization, we explored how doctoral students' experiences concurrently serving as teachers and researchers influenced perceptions of the teaching—research relationship. We used semilongitudinal interview data from two early career doctoral students who began and ended an academic year with markedly changed perceptions of the teaching—research relationship. Findings pinpoint the importance of the faculty supervisor's stance toward the teaching —research relationship and departmental practices related to teaching and research assignment.

Recommended Citation

Maher, M. A., Gilmore, J. A., Feldon, D. F., & Davis, T. E. (2014). Connected or conflicted? Doctoral students’ evolving perceptions of the teaching-research relationship. Journal of School Public Relations, 35, 402-425.