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<p>This study examines the association between faculty research productivity and student satisfaction with teaching in South Korean higher education. Drawing on nationally representative data from 993 departments across 59 institutions, the study employs hierarchical linear modeling (HLM) to link faculty-level publication records with student-level satisfaction data at the departmental level. The results reveal a significant negative association between international publication productivity—particularly SSCI/SCI-indexed journal output—and student satisfaction with teaching. In contrast, domestic publication productivity shows no statistically significant relationship. Moreover, the negative effect of international research output is more pronounced in smaller institutions, underscoring the moderating role of institutional characteristics. By disaggregating research output types and applying a multidimensional framework of the research–teaching nexus (RTN), the study offers new empirical evidence on how performance-driven evaluation systems may unevenly shape teaching quality. These findings have practical implications for higher education policy and institutional management in stratified, non-English-speaking systems.</p>

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Rethinking the research–teaching nexus: a multilevel study of faculty research productivity and student satisfaction in South Korean higher education

  • 期刊论文

  • 发表日期：

    2026年3月30日

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  • Bokeum Choi

摘要

This study examines the association between faculty research productivity and student satisfaction with teaching in South Korean higher education. Drawing on nationally representative data from 993 departments across 59 institutions, the study employs hierarchical linear modeling (HLM) to link faculty-level publication records with student-level satisfaction data at the departmental level. The results reveal a significant negative association between international publication productivity—particularly SSCI/SCI-indexed journal output—and student satisfaction with teaching. In contrast, domestic publication productivity shows no statistically significant relationship. Moreover, the negative effect of international research output is more pronounced in smaller institutions, underscoring the moderating role of institutional characteristics. By disaggregating research output types and applying a multidimensional framework of the research–teaching nexus (RTN), the study offers new empirical evidence on how performance-driven evaluation systems may unevenly shape teaching quality. These findings have practical implications for higher education policy and institutional management in stratified, non-English-speaking systems.