Academic and policy advisors broadly believe that attention for teaching and for research are at odds with one another.
Two researchers – from Portland State and Florida International – set out to test that assumed tension for one particular category of young academics: PhD students in life sciences in the US. They analysed the impact on research efficacy of one specific type of educational activity: “Evidence-based teaching”. They looked specifically at the impact of the Phd’s confidence in their research efficacy, their production (publications), and how they communicated about their research more broadly. They found a slightly positive correlation with the PhD’s confidence in research preparedness. They see this as an indication that universities can increase the focus on teaching in their structured PhD-programmes, especially when it is evidence-based.