Subjective perceptions of the teaching-research nexus and occupational stress at universities

Abstract

The duality of research and teaching is fundamental for university systems; however, it is often experienced as stressful. A study with 819 university scholars indicated the importance of subjective perceptions of the teaching-research nexus. Such views could be differentiated in perceived integration (e. g., research is part of teaching) and perceived synergy (e. g., research enriches teaching). Structural equation modeling showed that only perceived synergy was associated with reduced occupational stress.