To teach or not to teach? Junior academics and the teaching-research relationship

Research output: Contribution to journalArticle


The global pressure for excellence has boosted the relevance of the teaching–research relationship. Specifically, the management of teaching and research activities represents an important challenge because of time and resource limitations, especially for junior researchers. The traditionally polarized streams in the literature provide arguments to defend three types of relationship between teaching and research: conflicting, complementary, or unrelated. Given the complexity of the phenomenon, an integrative approach may be useful for identifying interdependencies. In this respect, this article provides a holistic approach that includes different teaching and research drivers and distinguishes between direct and indirect relationships. The analysis of data from junior academics in Sweden shows that teaching workload may be negatively linked to perceived success in research, but it can be slightly counteracted via perceived success in teaching. Moreover, the findings also indicate that individual control and a collaborative approach both are positively related to perceived success in research, while only some sources of social support are significant.


Research areas and keywords

Subject classification (UKÄ) – MANDATORY

  • Business Administration


  • Teaching, Research, Control, Social support, Junior academics
Original languageEnglish
Number of pages20
JournalHigher Education Research and Development
Publication statusE-pub ahead of print - 2021
Publication categoryResearch