Are teachers and HE are on the same page? Calling for a research–teaching nexus among Ethiopian and Pakistani academics

Abstract

Purpose

Integrating research into teaching at higher education institutions (HEIs) has become a current goal of Western countries due to the reliability of this approach in promoting lifelong student learning and improving the teaching quality in higher education. However, integrating research into teaching is not as easy as “pushing a button”; instead, it requires the positive perceptions of teachers and university culture under the 21^st-century higher education (HE) paradigm. With regard to HE in non-Western countries, only a small amount of literature exists.

Design/methodology/approach

The present study adopted a survey design to compare teachers' perceptions towards research–teaching nexus (RTN) among Pakistan and Ethiopian faculties.

Findings

The current study demonstrated that HE should furnish academics with a research environment that stimulates the integration of research into teaching to empower students with knowledge that they can use in future professional careers.

Research limitations/implications

Even though this study examines two nations with several HEIs, it is limited to universities that could be contacted, so future qualitative studies are needed in the HE systems of both countries to obtain a deeper and more comprehensive understanding of students' and teachers' actual RTN practice.

Practical implications

Aiding teachers with an intensive professional development to which illuminate teachers with research, teaching and integrating skills and reform the curriculum, which empowers teachers and students.

Originality/value

The study is conducted in Ethiopia and Pakistan public higher institutions.

Citation

Tadesse, E.F. and Khalid, S. (2023), "Are teachers and HE are on the same page? Calling for a research–teaching nexus among Ethiopian and Pakistani academics", Journal of Applied Research in Higher Education, Vol. 15 No. 1, pp. 130-151. https://doi.org/10.1108/JARHE-09-2021-0348