The role of research in university teaching: A comparison of Chinese and Dutch teachers

This dissertation reports on the beliefs and perceptions of Chinese and Dutch university teachers regarding the role of research in university teaching and how these beliefs and perceptions can be explained by their cultural, institutional and individual background characteristics. Different aspects of their beliefs and perceptions were explored via a survey study and an in-depth interview study. In general, the Chinese and Dutch teachers were found to be surprisingly similar. Both groups highly valued the integration of research into teaching for student learning, and particularly valued the fostering of critical disposition. Both groups perceived less actual integration of research into their current teaching practices, which indicates a major gap between the ideal and actual. Despite these widespread similarities, some intriguing differences were also found in the interview study. The Chinese teachers were more explicit on the assessment and control of student process, and largely aimed at the attainment of competencies, which can better prepare the student for a future career. In contrast, the Dutch teachers frequently mentioned providing emotional support and posing questions to students as ways to monitor student progress, and aimed more at fostering student well-being and student interest in research.