Research‐teaching nexus: The new answer to the old question

Abstract

AbstractThe study tests 3 research hypotheses on the teaching‐research nexus using the administrative data of the HSE University in Russia for 7 years. We confirmed the hypothesis that a lower classroom teaching load is associated with higher research output. Undergraduate courses have a relatively higher negative effect, especially on the probability of producing research output at all. A higher concentration of teaching in some semesters or quarters looks rather ineffective as a way to stimulate higher research productivity. Only a moderate share of English‐taught classes (about 20% of the teaching load) is associated with higher research output and only for publications in good international journals. The empirical part of the study is based on zero‐inflated Poisson and zero‐inflated negative binomial models. This study comes to contribute to the development of literature discussing a mechanism and possible implications in teaching load composition as an essential part of the academic contract.