Acceso usuarios
Various authors have lamented the fact that faculty members' research and teaching efforts remain disconnected, referred to as the research-teaching gap. Systematic scientific inquiry is needed to advance understanding of its causes and mitigations. In this paper, we review relevant management and higher education literature to develop research propositions regarding the micro- and macro-factors that inhibit the integration of research and teaching, particularly in management. These factors include the nature of academic work, individual faculty member characteristics, institutional factors, the culture of the profession, and societal influences. We offer specific research propositions, grounded in management research as well as the broader higher education context, to guide researchers’ future inquiry. Practical considerations for administrators and policymakers are also discussed.
