Engaging in scholarly research has long been thought to improve the quality of a faculty member's teaching. But empirical studies have generally found little or no relationship between how productive a person is as a researcher and how effective that person is as a teacher. The objective of this study is to determine why research does not appear to have the beneficial effect on teaching that so many have assumed it does. Because the study was done at a single, small liberal arts college, it does not provide a firm basis for any broad generalizations. But the results should interest those at other institutions-and perhaps stimulate research that will provide a firm basis for broader generalizations.
Robert J. Friedrich, Stanley J. Michalak
The Journal of Higher Education