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Within the university setting, limitations persist that strain the integration of teaching and research, hindering the consolidation of a research culture. At the Faculty of Business Administration and Accounting of the University of Panama, these challenges manifest as barriers related to available time, institutional support, resources, and methodological training, impacting faculty perceptions and attitudes. This article aims to analyze these perceptions and attitudes, identifying levels of participation, motivation, and obstacles in research practice. The research employed a quantitative, exploratory-descriptive, and cross-sectional design, utilizing a structured survey administered to 76 faculty members. The results reveal heterogeneous research participation and predominantly low or neutral levels of motivation, indicating a conflict between institutional recognition of research and its effective integration into teaching practice. The study concludes that the interaction between teaching and research does not depend solely on individual will, but rather on a network of structural conditions that enable (or limit) knowledge production at the university.
