Teaching and Research in the Knowledge-Based Society

Futao Huang is professor at the Research Institute for Higher Education, Hiroshima University, Japan. He earned his BA, MA and PhD in Chinese universities. Before he came to Japan in 1999, he had taught in several Chinese universities. His major research fields are concerned with university curricular development, internationalization of higher education, academic profession, and higher education in East Asia. Since the late 1990s, he has published widely in Chinese, English and Japanese languages in many international peer-reviewed journals.Timo Aarrevaara is a professor of Public Management at the University of Lapland since 2014, and has professional experience in public administration as well as in research and teaching. He has strong international higher education research links, and is a co-editor of Springer’s The Changing Academy Series and author or co-author of several papers and book chapters in series.Ulrich Teichler has been research associate of the Max Planck Institute for Educational Research in Berlin, Germany, from 1965 to 1978, while also being awarded the Diploma in sociology and the Dr. phil. in educational sociology. From 1978 to 2013, he has been professor and director at the International Centre for Higher Education Research of the University of Kassel, Germany. His about 1,500 publications – mostly in the German and English languages with translations into almost 20 other languages - address primarily the relationships between higher education and the world of work, higher education systems in comparative perspective, international mobility and cooperation in higher education, the academic profession as well as the state of research on higher education.

• Chapter 1. Introduction: Some Considerations into the Teaching-Research Nexus (Futao Huang, Ulrich Teichler, and Timo Aarrevaara).- Chapter 2. The Argentine Academic Profession: Conditioning Factors in the Relationship Between Teaching and Research (Cristian Pérez Centeno and Martín Aiello).- Chapter 3. Canadian Universities and Incentives for Teaching or Research: Institutional Oversight and Supports (Grace Karram Stephenson, Silvia Mirlene Nakano Koga, Alison Elizabeth Jefferson, Olivier Bégin-Caouette, Sébastien Béland, Glen A. Jones, and Amy Scott Metcalfe).- Chapter 4. Metrical valorization of performance (MeVoP): The funding-induced vertical stratification and the construction of post-Humboldtian research-teaching nexus in German higher education institutions (Nicolai Götze and Christian Schneijderberg).- Chapter 5. The Teaching and Research Nexus in Japan: A historical and comparative perspective (Futao Huang, Yangson Kim, Tsukasa Daizen, and Akira Arimoto).- Chapter 6. Teaching and Research in the Knowledge Society: exploring academics’ trade-offs through national comparative perspectives (Sara Diogo,Teresa Carvalho, and Anabela Queirós).- Chapter 7. Teaching and Research in Malaysian Higher Education: Does a Nexus Really Exist? (Chang Da Wan, Norzaini Azman, Doria Abdullah, and Nik Sabrina Abdullah).- Chapter 8. The teaching-research nexus in the Lithuanian higher education compared to other European higher education systems (Liudvika Leišytė, Sude Pekşen, Anna-Lena Rose, and Rimantas Želvys).- Chapter 9. The Teaching-Research Nexus of the Academic Profession in Finland, Estonia and Sweden (Timo Aarrevaara, Pekka Vasari and Ville Tenhunen).- Chapter 10. Exploring the Changes in the Teaching and Research Nexus in Korean Academics Between 1992 and 2018 (Soo Jeung Lee and Hyejoo Jung).- Chapter 11. Reconsidering the role of research in teaching-oriented higher education system: the case of Russia (Anna Panova and Maria Yudkevich).- Chapter 12. Teaching andResearch Nexus in the Turkish Higher Education System: Comparative Perspectives with Eastern and Western Examples (Baris Uslu).- Chapter 13. Conclusion: What We Know about the Teaching-Research Nexus in the Knowledge-Based Society (Ulrich Teichler, Timo Aarrevaara, and Futao Huang).