Academics' conceptions of research and the research-teaching nexus: Insights from Cambodia. (April 2022)

• Record Type: Journal Article
• Authors: Heng, Kimkong; Hamid, M. Obaidul; Khan, Asaduzzaman
• Is Part Of: International journal of educational development. Volume 90(2022)
• Publication Date: 2022-04
• Subjects: Conceptions of research -- Research-teaching nexus -- Cambodian academics -- Research engagement -- Cambodian higher education; Education -- Periodicals; Education -- Social aspects -- Periodicals; Education -- Economic aspects -- Periodicals; Education -- Periodicals; Éducation -- Périodiques; Education; Periodicals; 370.11
• DOI: 10.1016/j.ijedudev.2022.102569
• Languages: English
• ISSNs: 0738-0593

Abstract

Abstract: This study investigated Cambodian academics' conceptions of research and the research-teaching nexus. Drawing on interviews with 30 academics, the study reveals mixed and contrasting conceptions of research held by the academics. They understood the value of research which, they also believed, contributed to teaching. The analysis also shows that the majority of Cambodian academics paid "lip service" to research: Although they asserted that they valued research highly, most of them did not engage in research meaningfully. The findings highlight the challenging realities facing Cambodian academics and point to a national research culture which is ill-defined and insufficiently engaged, and can hardly be considered conducive to research productivity. The study offers insights into global inequality in academic knowledge production and the reality of research in Global South countries such as Cambodia. Highlights: This study investigates conceptions of research and the research-teaching nexus held by Cambodian academics. Cambodian academics have mixed and contrasting conceptions of research. Most Cambodian academics pay lip service to research and do not engage in research meaningfully. The findings point to a national research culture which is far from well-defined and operational. The study offers insights into the global inequality in academic knowledge production.