Authors :
Michelle M. Pelicano
Volume/Issue :
Volume 11 - 2026, Issue 3 - March
Google Scholar :
https://tinyurl.com/3jhczyj6
Scribd :
https://tinyurl.com/32dra66f
DOI :
https://doi.org/10.38124/ijisrt/26mar539
Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.
Abstract :
This study explores the challenges and strategies employed by college educators in balancing their dual
responsibilities of research and teaching. Higher education institutions often require faculty members to excel in both
domains, yet the increasing pressure to publish research while providing high-quality teaching creates a unique set of
challenges. This qualitative phenomenological study aims to understand the lived experiences of college educators as they
navigate the competing demands of research productivity and teaching effectiveness. Through semi-structured interviews
with 15 college educators from various disciplines, the study reveals how these professionals manage their time, prioritize
tasks, and adapt to the conflicting expectations of their roles. Findings show that while college educators employ various
strategies to juggle these demands—such as time management, setting clear priorities, and seeking institutional support—
they face significant stress, workload imbalance, and challenges in maintaining a work-life balance. The study concludes
by offering recommendations for institutional policies and practices that can better support educators in managing these
dual responsibilities, including the provision of more flexible teaching loads, improved mentoring for research, and better
institutional recognition for teaching excellence.
References :
- Austin, A. E. (2002). Preparing the next generation of faculty: Graduate school as socialization to the academic career. The Journal of Higher Education, 73(1), 94-122.
- Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. Carnegie Foundation for the Advancement of Teaching.
- Brew, A., & Boud, D. (1995). Teaching and research: Establishing the vital link with learning and scholarship. Higher Education, 29(3), 301-320.
- Gmelch, W. H. (2000). The academic life: The perspective of faculty members. Journal of Higher Education, 71(6), 725-740.
- Lee, A., & McNally, R. (2011). Work-life balance in academia: Who benefits and who doesn’t? Higher Education, 62(3), 343-356.
This study explores the challenges and strategies employed by college educators in balancing their dual
responsibilities of research and teaching. Higher education institutions often require faculty members to excel in both
domains, yet the increasing pressure to publish research while providing high-quality teaching creates a unique set of
challenges. This qualitative phenomenological study aims to understand the lived experiences of college educators as they
navigate the competing demands of research productivity and teaching effectiveness. Through semi-structured interviews
with 15 college educators from various disciplines, the study reveals how these professionals manage their time, prioritize
tasks, and adapt to the conflicting expectations of their roles. Findings show that while college educators employ various
strategies to juggle these demands—such as time management, setting clear priorities, and seeking institutional support—
they face significant stress, workload imbalance, and challenges in maintaining a work-life balance. The study concludes
by offering recommendations for institutional policies and practices that can better support educators in managing these
dual responsibilities, including the provision of more flexible teaching loads, improved mentoring for research, and better
institutional recognition for teaching excellence.
