**3. Relationship between teaching and research**

The teaching profession is an outcome of research and a scholar's activity is vital to organize the strategies of higher education. Thus, teaching and research are interlinked activities. According to Refs. [43, 44], a good higher education scholar should be active in research activity. Hence, there is no separate teaching effectiveness measure since research proficiency can be used as a proxy for teaching effectiveness.

#### *Perspective Chapter: Complementarities of Teaching and Research on Higher Education DOI: http://dx.doi.org/10.5772/intechopen.109456*

Students' equating of teaching and research is a well-known issue all around the world. Reforms in both education and research institutions are therefore necessary for the areas of teaching and research. Few people are aware of the conflicts that arise as students attempt to understand how research and teaching will play a part in their future professional lives, let alone how these conflicts will affect their growing academic identities.

Obviously, students benefit from effective links between teaching and faculty research; faculty members benefit from the satisfaction and efficiency of integrating their main professional obligation; higher education benefits when stakeholders are conscious in which they consider their educational mission because a positive public image can translate into governmental financial support. According to Ref. [45], there are numerous reasons to strengthen the teaching–research connection at both institutional levels and individual faculty members. Some of the reasons include trying to bring research into the classroom, student involvement in research projects, and continuing to expand academic scholarship models.

There are conditions to facilitate for integration of research and teaching in higher education. These are: instead of being told what to teach, academics should be active in the decision-making process; research is a broad term that encompasses both creative works and teaching scholarship and integration is also influenced by student awareness [46, 47]. According to Refs. [48, 49], students in the English department perceive research as something they did and as a way to collaborate with academics; students in the geography department see research as mainly noticeable in the field conducted by lecturers and students, and students in the physics department see research as visible when laboratories and machines are open. Hence, the integration of research and teaching is influenced by factors such as well-designed curricula at all levels, government support for teaching and research, and the role and goals of research funding bodies.

From the work of Zubrick [50] and Brown [51], the relationship between teaching and research is a debated issue. Many beliefs have been reported as a result of the debate. From this point of view, Hughes [52] concluded that "Our understanding complex and dynamic relationships between teaching and research is only going to be furthered from a perspective of healthy skepticism rather than mischievous vested interest."

Many studies have been conducted to clarify the relationship between research and teaching, and this concept has evolved in higher education in recent years. For instance, about 33 institutions were encouraged to implement teaching and research together on some level as a result of the survey of institutional strategies and teaching and learning plans of the 39 publicly funded universities in Australia. On the other, the Australian Quality Agency revealed that many universities intended to adopt these activities concurrently but did not adequately translate them into practice because the institutes did not understand the significance of combination well before adoption [50]; educational administrators believe that the faculty needs to engage separately to achieve the goal of teaching and research and are distinct activities [53]; faculty of research and teaching roles are fragmented, and time spending by faculty members to achieve the goals of the research is not necessarily time to achieving for goals of teaching. On the opposite, policy analysts believe that the roles of faculty members in achieving goals of teaching and research do not always involve distinct and separate use of time. In other words, staff members occasionally mutually produce research and teaching. Hence, the roles of research and teaching are occasionally integrated, and faculty member is sometimes involved in activities that carry out research and teaching goals at the same time [54, 55].

The advantages of combining teaching and research in higher education have been outlined by researchers to professionals, administrators, and academic staff in order to shape higher education decision-making policy and spread ideas about higher education policy setting. Some of the works on this topic deal with how academic excellence is measured and attained as a result of collaborative adoption, knowledge transfer, institutional resource allocation, economic size in universities, and competitive pressure.
