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.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
