Jung Cheol Shin

Multilevel analysis of academic publishing across disciplines: research preference, collaboration, and time on research

This study developed a multilevel model of academic publishing and tested the effects of several predictors on faculty publishing. In particular, the analysis paid special attention to faculty preference, time on research, research collaboration, and faculty discipline. The data we used for this study is the Changing Academic Professions (CAP) data which is the follow-up study of the Carnegie Foundation in 1992. The study found that faculty preference for research affects research publishing. In addition, faculty collaboration with international peers is a critical factor in academic publishing. While time spent on research is related to publishing, time spent on teaching does not have a conflicting effect on faculty research. In the institution level analysis, institutional goal-orientation and institutional mission were found to have effects on academic publishing. However, the principal determinants of academic publishing were found to lie at the individual faculty member level. For each of these findings, there are subtle differences by academic discipline.

Teaching and Research Nexuses across Faculty Career Stage, Ability and Affiliated Discipline in a South Korean Research University.

The relationship between teaching and research is a controversial issue in higher education research. Many empirical studies have reported a near zero relationship although academics believe that teaching and research are related in diverse ways. This study focused on how the relationship differs by faculty characteristics (career stage and their academic ability), their affiliated disciplines and each measure of research publication (book, domestic journal and international journal publication), to address the gaps between empirical studies and academics’ beliefs. This study found that book and domestic journal publication is positively correlated with teaching quality, while international journal publication is negatively correlated with teaching quality. In addition, the relationship differs by faculty career stage and affiliated discipline.

Knowledge-based innovation and collaboration: a triple-helix approach in Saudi Arabia

This study analyzed the research productivity of Saudi academics using the triple-helix model. In the analysis, we combined domestic and international collaboration by three sectors—university, industry, and government—according to the model of the triple-helix. This approach produces better results than by simply including international collaboration as fourth sector. According to the analysis, research collaboration in Saudi Arabia which is measured by the triple-helix, was “-” uncertainty (negative T-value) while scientific productivity has been dramatically increasing since the late 2000s. The triple-helix collaboration does not quite differ between domestic collaboration and “domestic and international” collaborations. In our further analysis, we found that technological development was not based on scientific research in Saudi Arabia; rather, the technological development relies on prior technology (patent references). From that point, Saudi Arabia’s current long-term strategic plan to develop a scientific base for a knowledge-based industry is well aligned to the current contexts of Saudi Arabia.

Rethinking Tuition Effects on Enrollment in Public Four-year Colleges and Universities

This study examined the effects of ftuition on enrollment in public colleges and universities. The causal model included competitorsÕ tuition, the wage premium for possessing a college degree, financial aid, and unemployment rate as additional independent variables. The data included institution- and state-level data information over five academic years (1998-2002). The definition of college enrollment for this inquiry was the number of first-time students, including only those from in-state. This study found that tuition level did not have an effect on the growth in enrollment. However, the tuition level of competing institutions and the wage premium to a college degree had positive and significant effects on college enrollment growth.

The Future of the Post-Massified University at the Crossroads

1. Introduction - The University in the Post-Massification Era: A Conceptual Framework J.C. Shin and U. Teichler.- PART 1: Post-massification and Changing Environments.- 2. The University as an Institution of Higher Learning: Evolution or Devolution? J.C. Shin.- 3. The University in the Context of Continuing Globalization D. Neubauer.- 4. Economic Crisis and the Post-massification of Higher Education J.C. Shin and Y. Kim.- 5. The Internationalization of the University as a Response to Globalization: An East Asian Perspective A. Yonezawa.- PART 2: Teaching, Research, and Service Functions at the Crossroads.- 6. The Scholarship of Teaching, Research, and Service J.C. Shin.- 7. University Teaching: Restructuring the University as an Institution of Teaching J.C. Shin.- 8. University Research: The Social Contribution of University Research S. Marginson.- 9. University Service: Conceptions and Enactments of University Service in the Knowledge Economy - Case Studies from STEM faculty in the US J. Lee, B. Torres-Olave, A. Kollasch, and G. Rhoades.- PART 3: The University as a Social System at the Crossroads.- 10. Possible Futures for Higher Education: Challenges for Higher Education Research U. Teichler.- 11. Balancing the Scholarship of Teaching and Research, and Faculty Evaluation Systems A. Arimoto.- 12. Higher Education and the Future Social Order: Equality of Opportunity, Quality, Competitiveness? U. Teichler.- 13. The University as Public Goods: Ethical Underpinnings S. Heyneman.- PART 4: The University at the Crossroads.- 14. Redesigning University Systems: Multilayer Multiple Systems J.C. Shin.- 15. On the Move towards a New Convergent Design of Higher Education Systems? U. Teichler.- 16. Conclusion J.C. Shin and U. Teichler.

Teaching and Research in Contemporary Higher Education: An Overview

While universities in the Middle Ages were primarily teaching institutions, since the establishment of Berlin University in 1810, there has been much discussion of the relation between teaching and research in higher education. Which is the primary function of the universities and of the academics employed at these institutions, do these functions reinforce or compete with each other, and might there not be variation depending on a particular institution’s mission, the student body composition, or other factors? A notable illustration of this tension was the controversy associated with the decision to establish the Johns Hopkins University in 1876 as a graduate school without a linked undergraduate program. US higher educators have in recent decades revisited the controversy, with one milestone being Ernest Boyer’s Scholarship Reconsidered that argued for more attention to be focused on the scholarships of integration and dissemination. This book seeks to address the issue of the teaching and research, a controversial topic in higher education research, using empirical comparative data—the Changing Academic Profession survey in 2007.

Research collaboration across higher education systems: maturity, language use, and regional differences

This study analyzed whether research collaboration patterns differ across higher education systems based on maturity of the systems, their language, and their geographical region. This study found that collaboration patterns differ across higher education systems: academics in developed systems are more collaborative than their colleagues in developing systems; academics in English-speaking countries are no more collaborative than their colleagues in non-English speaking countries; and academics in European countries are more collaborative internationally than their colleagues in non-European countries. In addition, it was found that publication is not associated with collaboration, either domestically or internationally. This finding implies that collaboration is a different dimension from publication. Finally, the article discusses implications of the findings for evaluation systems.

The World-Class University in Different Systems and Contexts

Although we use the term “world-class university,” it remains an ambiguous term. In addition, government and universities tend to interpret the term differently depending on their contexts. This chapter discussed the strategy that each country could adopt or has already adopted for building a world-class university. Special attention has been paid to how each country has approached the issue of a world-class university in different higher education contexts—development of higher education, economic and education contexts, and internationalization of academics. The historical and contextualized approach helps readers understand why and how each country has adopted different strategies depending on their own contexts.

Teaching and Research Across Higher Education Systems: Typology and Implications

This chapter developed a system model of teaching and research activities to conceptualize the CAP survey, which is then narrowed down by focusing on how academics’ perceptions and their activities are interrelated with each other and how they are influenced by contextual factors such as the historical origin of higher education systems and their management reforms. Based on these discussions, the study classified the 19 higher education systems by academics’ research preference and their actual time input in research using k-means cluster analysis. This study found that eight systems are research focused and most of them are in Europe, four systems are teaching focused, and the remaining seven systems are teaching-research-balanced systems.

The "Sandwich Generation" in Korean Academe: Between Traditional Academic Authority and Meritocratic Culture.

This study investigates how academics hired during the period of rapid neoliberal reforms differ from the senior academics hired before the reforms and the junior academics hired after the reforms were institutionalized. The faculty members who were employed in a period of radical reform may be impacted by the additional requirements and tasks caused by the reforms while they are also expected to do more traditional duties. They could be regarded as the ‘sandwich generation’ and may be suffering from overloaded. Through the survey data and interview data of this article, however, the authors found that the younger generation (the ‘new generation’) is overloaded, and their job stress is higher than either old generation (the ‘academic boomers’) or the sandwich generation. Although the new generation has a stronger preference for research than other generations, they spend less time on research and more time on administration than the others. Accordingly, the new generation is highly stressed. In addition, the authors found that there are differences between hard and soft disciplines in dealing with generational effects. In soft disciplines, the new generation spends more time on administration and less on research than the others, but they are not as highly stressed. On the other hand, their colleagues in hard disciplines feel more stressed though they do not spend more time on administration than their colleagues in soft disciplines.