Academics are more often than not required to work in all of the three areas of teaching, research and service – the latter commonly also called “administration”, as it’s not all about outreach to the community but rather, keeping a university going. This leads to an ongoing debate on whether teaching is done at the expense of research, whether one can be only good at some of these tasks but not all etc. This reminds me of a survey (coming some years ago from the University of Porto) that asked about our teaching loads; a tricky question in itself. How are teaching loads defined anyway? In-class teaching varies a lot in intensity and preparation depending on level, type of “lecture” and interaction, number of students etc.
More seriously, at least related to teaching and research, marketing scholars have now investigated the effects of research (quantified as academic publishing) on MBA education. Mitra and Golder (2008) indeed found that research has a positive effect on MBA programmes, though more in terms of their reputation and subsequent recruitment than education itself. Time to join the debate on their blog!
Gyöngyi
PS. Though it is lamentable how scant articles on logistics education are, there are also good news, e.g. Gravier and Farris’ (2008) analysis of logistics pedagogical literature that just appeared in IJLM.
), not surprisingly, McGraw-Hill also positioned the book for the European market.
