Article

Linking research and teaching: Exploring disciplinary spaces and the role of inquiry-based learning

Authors:
  • Healey HE Consultants Ltd; University of Gloucestershire
To read the full-text of this research, you can request a copy directly from the author.

No full-text available

Request Full-text Paper PDF

To read the full-text of this research,
you can request a copy directly from the author.

... Finally, there is growing evidence that IBL increases student engagement (Healey, 2005;Hudspith & Jenkins, 2001;Justice et al., 2009;Levy, 2012;Oliver, 2008;Yesudhas, 2014). The student-centered process allows them to engage in independent learning and problem-solving (Oliver, 2008). ...
... Some suggest that the teaching/research relationship is dependent upon how knowledge is viewed; objective vs constructive (Brew, 2003). For example, the nature of the disciplinary spaces can determine how terms are conceptualized since attitudes between disciplines vary (Healey, 2005). The teaching/research relationship can change when inquiry is defined as a pedagogical method (Damnjanovic, 1999), and attention is given to issues such as authority of knowledge (Fougner, 2012) and content versus social processes (Healey, 2005). ...
... For example, the nature of the disciplinary spaces can determine how terms are conceptualized since attitudes between disciplines vary (Healey, 2005). The teaching/research relationship can change when inquiry is defined as a pedagogical method (Damnjanovic, 1999), and attention is given to issues such as authority of knowledge (Fougner, 2012) and content versus social processes (Healey, 2005). This tension can be challenging when the prevailing reward system in higher education institutions often places less value on teaching than research (Wood, 2003). ...
Article
Full-text available
This paper situates inquiry-based learning (IBL) in a post-secondary context while examining possibilities for social work education and practice. Specifically, in what ways has IBL been utilized in higher education, and how might IBL be compatible with social work values that promote social justice? This paper begins with a brief overview of the definitions of IBL and associated theory, then illustrates the benefits of the approach and varying experiences of its application, and finally considers how IBL and social work are complementary insofar as IBL upholds various social work principles and supports the linking of theory to practice during service-learning.
... It is not only in teacher education, where students and educators struggle to integrate theory and practice. Also throughout higher education, very similar challenges in integrating different knowledge domains exist (Healey, 2005). Rather than the 'theory-practice gap', the literature of higher education discusses the interconnections between research and teaching or, in other words, the research/teaching nexus (Clark & Hordosy, 2019), research-teaching relationship (Barnett, 2005), or research-learning relationship (Brew & Boud, 1995). ...
... Research-based teacher education can refer to the qualifications of teacher educators, their participation in research projects, and the goals of teacher education programme leaders (Munthe & Rogne, 2015). At the level of teaching practices, research-based teacher education can involve concentrating on both the research content itself and the research problems and processes, and, on the other hand, on both teacher and student focused practices (Healey, 2005). ...
... In teacher education, as well as in higher education in general, there is a great challenge to integrate theory (research-generated knowledge) and practice to prepare students for working life (Healey, 2005;Tynjälä, Slotte, Nieminen, Lonka, & Olkinuora, 2006;Tynjälä, Välimaa, & Sarja, 2003). The so-called 'theory-practice gap' in teacher education has also been seen as a major obstacle to student teachers' learning and professional development (Zeichner, 2012). ...
Book
Full-text available
My doctoral dissertation (without the articles)
... Günümüzde gelinen noktada ise bu bağlantı ilişkisinin olup olmadığı tartışmaları yerine ikisi arasındaki ortakyaşar 'symbiotic' ilişkinin bir sinerjiye dönüştürülmesini ifade eden araştırmaya dayalı eğitim 'reserch-led teaching' kavramı kullanılmaya başlanmıştır (Schapper & Mayson, 2010). Bunun haricinde ikili kavram için, eğitim-araştırma entegrasyonu 'teaching and research integration' (Griggs, 2005), araştırma-eğitim bağlantısı 'research-teaching nexus' (Robertson, 2007), araştırmaya dayalı eğitim 'research-based teaching' (Clark, 1997) veya eğitim-araştırma ilişkisi/araştırma ve eğitim bağı 'teaching-research relations/linking research and teaching' (Elton, 2001;Healey, 2005) gibi tanımlamaların kullanıldığı da görülmektedir. Aşağıdaki kısımda bu kavramlardan literatürde en yaygın kullanılanlardan eğitim-araştırma bağlantısı ve araştırmaya dayalı eğitim kavramlarının içerikleri özetlenmiştir. ...
... 1990'lu yıllardaki bu eleştirilere -belki de-cevap şeklinde; eğitim-araştırma bağlantısı ile ilgili araştırmaların 2000'li yıllar sonrasında daha fazla üniversiteler özelinde örnek olaylı, daha farklı açılardan (daha sofistike) konuya yaklaşımlı, daha fazla öğrenci veya başka paydaş gruplarını tartışmaya dahil edici ve daha çözüm/sonuç odaklı sistematik değerlendirmeler yaptığı görülmektedir. Bu şekilde konuyu daha detaylı inceleyen çalışmalara, eğitim performansları değerlendirilen akademisyenlerin araştırma becerilerinin de değerlendirilmesi (Halse, Deane, Hobson, & Jones, 2007), öğrencilerin öğrenme yöntemlerinin ve bölüm bazlı değişkenlerin soruna dâhil edilmesi (Healey, 2005), öğrencilerin değerlendirmelerinin nitel (Lindsay, Breen, & Jenkins, 2002) ve nicel yöntemlerle (Stappenbelt, 2013) daha detaylı olarak incelenmesi, kurumsal yönetim açısından modeller geliştirilmesi (Taylor, 2007) ve üniversitelerarası karşılaştırmalarla konunun daha da geniş açılardan ele alınması (Zubrick, Reid, & Rossiter, 2001) gibi çalışmalar örnek olarak gösterilebilir. ...
... Araştırma-eğitim ikilisi/bağlantısı kavramının bir başka güncel modeli olarak literatürde araştırmaya dayalı eğitim kavramının kullanıldığı görülmektedir. Bu kavram karmaşık, disiplin tabanlı ve üniversitenin üst yönetimine özgü bir kavram olarak değerlendirilmiştir (Griffiths, 2004;Healey, 2005). ...
Book
Full-text available
Kitabın birinci bölümünde Dr. Öğretim Üyesi Ömür Hakan Kuzu, yükseköğretimin değişimi ile ilgili ilk dönem, modern dönem ve sonrası şeklinde literatürdeki “üç kuşak” değerlendirmeyi baz alarak günümüzdeki güncel kavramları arka plandaki bağlamlarıyla tartışmıştır. İkinci bölümde Öğretim Görevlisi Doktor Deniz Koyuncuoğlu, son kuşak üniversitelerin temel yapısı haline gelen girişimciliğin ve yenilikçiliğin boyutlarını irdelemiş ve turizm yükseköğretimi için bir model önerisinde bulunmuştur. Üçüncü bölümde Öğretim Görevlisi Halil Sunar ve Doktor Öğretim Üyesi Nihat Demirtaş, bütün sosyo-politik ve sosyo-ekonomik yapılar gibi üniversiteleri ve özelde de turizm eğitimi veren kurumları etkileyen küreselleşme ve sonucundaki uluslararasılaşma konularını rakamsal verilerle ele alınmıştır. Dördüncü bölümde günümüzün fenomeni haline gelen dijitalleşme ve teknolojik dönüşüm modelleri ve gelecek senaryoları ele alınarak bu gelişmelerin turizm yükseköğretimi üzerindeki etkileri Doç. Dr. Alper Ateş ve Öğretim Görevlisi Fikret Gökçe tarafından değerlendirilmiştir. Beşinci bölümde Öğretim Görevlisi Halil Sunar ve Öğretim Görevlisi Bilal Erdem, yükseköğretimde kurumsallığın birinci boyutu olan stratejik yönetim üzerine gelişmeleri incelemiş ve uluslararasılaşma stratejileri üzerinden detaylı açıklamalarda bulunmuştur. Yükseköğretimde kurumsallaşmanın ikinci boyutu olan sürdürülebilirlik konusu da altıncı bölümde Öğretim Görevlisi Doktor Mehmet Şahin tarafından değerlendirilmiş ve turizm yükseköğretimi için söz konusu yeniden yapılanmalarda öncelikle dikkate alınması gereken temel değerler ile ilgili olarak açıklamalarda bulunulmuştur. Son bölümde ise Doktor Öğretim Üyesi Ömür Hakan Kuzu, turizm yükseköğretiminde ve turizm lisans eğitimi veren kurumlarda eğitim ve araştırma misyonlarının çatışmalı ilişkisinde yaşanan son gelişmeleri ve tartışmaları gözler önüne sermiştir.
... For example, Griffith (2004) provides a typology describing four forms of approaches in teacher education: research-led, research-based, research-informed and research-oriented. This typology has been slightly modified by Healey (2005), as shown in Figure 1. Our use of Healey's (2005) model sets the sight on teacher educators' perspectives on teacher-versus-student-focused activities. ...
... This typology has been slightly modified by Healey (2005), as shown in Figure 1. Our use of Healey's (2005) model sets the sight on teacher educators' perspectives on teacher-versus-student-focused activities. Regarding the research-led dimension, teacher educators carry out research and base their teaching on their personal research findings. ...
... Student teachers engage in discussions on research with other parties, such as tutors and peers. The emphasis is on research content, and the teaching is student-focused (Healey, 2005). ...
Article
This paper investigates teacher educators’ perceptions of scientifically designed teacher education in Finland and Norway and asks the following research questions: How do teacher educators in Finland and Norway perceive scientifically designed teacher education? How do they perceive teacher education regarding the research-led, research-tutored, research-based, and research-oriented dimensions? The study is comparative and uses a quantitative methodological approach based on a questionnaire survey administered to teacher educators in three departments of teacher education, two in Norway and one in Finland. The findings indicate overall positive and quite similar perceptions between the two countries. Despite the similarities, there were differences, particularly in the dimension concerning teacher-focused activities and in the research-tutored dimension. Furthermore, teacher educators’ perceptions were more varied among the Norwegian teacher educators, compared to the Finnish respondents.
... The six publications in this thesis are presented in chronological order and provide an account of a range of evaluations and educational research of RiTe and OPTIMAX. Griffiths (2004) and Healey (2005) also stated that there should be a greater symbiosis between research and teaching to develop teaching that was research-informed. ...
... Furthermore, it has been suggested that the four types of RiT in Figure 3 could be subdivided and that there might be more types of research-led teaching depending upon whether academics use current or past research in their teaching and whether that research was carried out by themselves or by others (Healey, 2005). There are similar arguments about the extent to which teachers facilitating research-based or research-tutored approaches need to be active or experienced researchers (Brew, 2006). ...
... Data gained from quantitative research also helped to further corroborate and support my qualitative findings regarding RiTe as a stimulating and enjoyable learning experience appropriate to the students' level of learning (Papers 4 & 5). A student-centred, research-based approach to learning by students via CEBL was seen a key part of the student learning experience within RiTe and this was corroborated in Paper 4 by the year 1 student cohort and identified with OPTIMAX in Paper 3. These findings therefore support and contribute towards building on knowledge by Griffiths (2004) and Healey (2005) and linking of research with teaching. However, the publications also add to the body of knowledge by authors such as Jacques & Salmon (2007), Cohen (1994), Jackson & Williams (1985) and Vygotsky (1978), who found that working in small groups benefits students by providing them with opportunities to critically explore material, construct knowledge and develop higher order thinking skills through active participation with learning. ...
Thesis
Full-text available
Student-centred approaches to Research-informed teaching (RiT) have been shown to provide students with stimulating learning experiences, thereby enhancing student learning. The Research-informed Teaching experience (RiTe) was introduced into the undergraduate Diagnostic Radiography curriculum at the University of Salford in 2009 as a RiT model to support student learning and develop research skills using collaborative enquiry-based learning (CEBL). The publications in this thesis present a range of evaluations and educational research in the context of two student-centred RiT activities: i) RiTe and ii) OPTIMAX. Mixed methods research was used to explore the student learning experience of RiTe and OPTIMAX within a single Higher Education Institute along with the perceptions of RiTe by academic tutors and clinical placement educators. The theoretical framework for the publications in this thesis posteriori is the New World Kirkpatrick Model which provides a holistic interpretation and conceptualisation of the publications. Analysis of student responses found that both RiTe and OPTIMAX were valued and enjoyable learning activities. This supports the importance of student evaluation and how learning activities that are positively received by students are an important proxy for learning. Results also indicated the co-production of knowledge and cross-proliferation of experiences via CEBL a key element of both activities. However, it was identified that students felt that they could not share knowledge with qualified practitioners following RiTe. Academic tutor and clinical placement educator research agreed that RiTe helped students to link theory with practice and developed their research skills. They also felt RiTe supported the development of key employability skills, including communication and team working. Models such as RiTe and OPTIMAX could be used to support student learning and embed research skills development. The development of a psychometric scale is currently being undertaken to further evaluate student self-efficacy and task value following RiTe. Further research is also needed to better understand whether research activity is continued beyond registration and first post qualification following RiTe.
... Zur Einordnung vielfältiger Konzepte des Forschenden Lernens lag zunächst von Griffiths (2004) Schulmeister (2004, S. 25), sondern in der grundlegenden Strukturidee auch dem "MERID-Modell" (MEntor teachers' Roles In Dialogues) von Hennissen et al. (2008, S. 177). Für die Entwicklung des Modells von Healey (2005) wurden zunächst zwei dominante Pole zur Definition des Forschenden Lernens identifiziert und verbunden (Brew & Boud, 1995;McLean & Barker, 2004). Dabei handelt es sich einerseits um einen eher forschungsgesteuerten Ansatz ("research-led" oder "teacher-focused"; Healey, 2005, S. 70) zum Aufbau von stabilem Überblickswissen und Inhalten (Zamorski, 2002). ...
... Dabei handelt es sich einerseits um einen eher forschungsgesteuerten Ansatz ("research-led" oder "teacher-focused"; Healey, 2005, S. 70) zum Aufbau von stabilem Überblickswissen und Inhalten (Zamorski, 2002). Andererseits geht es um ein Konzept zur aktiven, entwickelnden und analysierenden Auseinandersetzung mit Inhalten und Wissen unter aktiver Berücksichtigung von Vorwissen bei | 75 den Lernenden ("research-tutored", "student-focused"; Healey, 2005, S. 70 oder "researchinformed", Griffiths, 2004, welcher z.B. durch (reflexiv-kritische) Dialoge zwischen Expertinnen und Experten sowie Novizinnen und Novizen (Brew, 1999) umgesetzt wird. Daraus eröffnet sich mit Blick auf das Modell der Feldtransformation (Wiesner, 2019a) eine erste Achse als Kontinuum zwischen den Polaritäten der "Stabilität (Dauer) und Entwicklung (Wechsel)" (S. 210) von Wissen, Inhalten und Können -aber auch von Wert-und Erfahrungsschemata (Parsons, 1976;Wiesner, 2019b). ...
... (Ver-)Sachlichung von Wissen und Können und andererseits erfahrungs-und beziehungsbezogene Prozesse, also u.a. auch die Ausbildung von Werten, Annahmen und Beziehungsmustern (Griffiths, 2004;Healey, 2005;Willcoxson, Manning, Johnston, & Gething, 2011). Diese Achse kann u.a. ...
Chapter
Full-text available
Forschendes Lernen dient dem Aufbau und der Förderung eines forschenden Habitus. Um die Entwicklung eines forschenden Habitus fundiert und adäquat beschreiben zu können, sind lerntheoretische Paradigmen innerhalb einer Struktur als Gesamtheit zu modellieren, wodurch verschiedene Konzepte des Forschenden Lernens auf einer phänomenologischen Ebene sowohl differenziert als auch integriert werden können. In dem Beitrag wird eine Rahmung für das Forschende Lernen vorgeschlagen und diskutiert, um auf Basis von struk-turdynamischen Annahmen ein komplexes Modell des Forschenden Lernens zu generieren. Dabei wird im Besonderen die Theorie der System-Interaktion (PSI) für die Modellierung herangezogen. Abstract: Inquiry-based Learning (the research-teaching nexus) serves to build and promote a research-based habitus. In order to be able to describe the development of a researcher's habitus in a well-founded and adequate way, it is necessary to model learning theory paradigms within a structure as a whole, so that different concepts of learning through research can be both differentiated and integrated on a phenomenological level. The paper proposes and discusses a framework for the research-teaching nexus in order to generate a complex model of enquiry-based Learning based on assumptions of structural dynamics. In particular, the theory of system-interaction (PSI) is used for the modelling.
... While being actively involved in research activities, teacher educators are also role models for student teachers about how to be a teacherresearcher (Yogev and Yogev 2006). However, besides the close and positive researchteaching nexus teacher educators experience, research and teaching can also be in conflict (Healey 2005a). The various strategies universities apply to position research in teacher education shape teacher educators' different perceptions and experiences of research-teaching nexus (Gunn et al. 2015;McNicholl and Blake 2013). ...
... Ideally, research and teaching are in an enriching relationship. However, in reality, they could be independent of each other or even in conflict (Healey 2005a). Teacher educators may face frustrations if research becomes output-oriented, and the external pressure from the institutions requires them to focus only on research at the expense of teaching (cf. ...
... This is also the case for teacher educators. From a curriculum perspective, Healey (2005a) described four forms of teaching based on the different understandings of research-teaching nexus. One survey study involving teachers in Netherlands and China has shown that the more teachers conceive of teaching in a student-focused manner, the more they value the role of research in teaching (Hu et al. 2014). ...
Article
Full-text available
The study aims to clarify how Finnish teacher educators integrate research and teaching to support their approaches to teaching. Research questions cover teacher educators' forms of research-teaching integration, approaches to teaching, and the relationship between them. With a survey methodology, the study obtained 101 responses with a questionnaire. Six forms of research-teaching integration were identified with a qualitative content analysis. Integrating research with teaching content was mentioned most often, whereas integrating research with teaching methods and applying inquiry-oriented methods in teaching were reported less. Three kinds of approaches to teaching were found by cluster analysis. The participants with different approaches differed in their ways of research-teaching integration. However, the differences were not statistically significant in Chi-square tests. The study contributes to the international research on teacher educators and the variety in research-teaching integration in teacher education. Future research could further explore the individual and contextual factors influencing their research-teaching integration.
... Researchers have proposed several models and frameworks that describe the ways of linking research and teaching, each based on different principles in a variety of disciplines (e.g., Baldwin, 2005;Griffiths, 2004;Healey, 2005;McLinden et al., 2015;Neumann, 1992;Slapcoff & Harris, 2014;Visser-Wijnveen et al., 2010). Building on Griffiths' work (2004), Healey (2005) suggested a model for curriculum design that involves students more heavily in the RTN. ...
... Researchers have proposed several models and frameworks that describe the ways of linking research and teaching, each based on different principles in a variety of disciplines (e.g., Baldwin, 2005;Griffiths, 2004;Healey, 2005;McLinden et al., 2015;Neumann, 1992;Slapcoff & Harris, 2014;Visser-Wijnveen et al., 2010). Building on Griffiths' work (2004), Healey (2005) suggested a model for curriculum design that involves students more heavily in the RTN. It includes the following approaches (pp. ...
Article
Full-text available
The research-teaching nexus is an important factor in the enhancement of the quality of teaching and learning in higher education institutions. The purpose of the study was to explore undergraduate students’ awareness and experiences of research in one faculty at Sohar University, Oman. Data were gathered from 240 undergraduate students using an online survey. Overall, results indicated that while there was good evidence of students’ awareness and experiences of research, less than half of the students in the sample were aware of or had experienced important research activities. Some students reported advantages arising from their participation in research—including developing research skills and gaining new knowledge. They also reported the need for more hands-on research experience and instructor support. Some findings were generally consistent with the literature on students’ awareness and experiences of research. The study provided important implications for the research-teaching nexus at Sohar University.
... The connection between research and teaching activities is complex, disciplinary-based, and university-contextual, with some bias towards a research-led approach (Brew, 2006;Healey, 2005). Alternatively, "research-informed" teaching is viewed and presented as a practical and valuable approach that enables the creation of synergies between research, teaching, and the overall educational process with the ultimate goal of contributing to a better quality of teaching and student learning experiences (Pan et al., 2012). ...
... On the other hand, Healey (2005) proposed a slightly different model with four possible teaching modes, i.e: research-led, research-oriented, research-based, and researchtutored. Later, Healey and Jenkins (2008) advocated for a higher education model that integrates research activity as part of the work done by undergraduate students. ...
Thesis
Full-text available
The Irish Higher Education sector has been immersed in a redesign process initiated as a result of the effects of the 2007/08 Global Economic and Financial Crisis in the country. The crisis led to years of economic hardship that materialised in significant restrictions on public expenditure, leading to the need to reduce the number of higher education institutions in Ireland. The proposed reform sought to materialise economic efficiencies while enhancing the sector's productivity and competitiveness in precise alignment with the tenets of the neoliberal paradigm. The neoliberal ideology has had profound knock-on effects on the educational system globally, and unfortunately, Ireland has not been isolated from the dogma. The Technological University Dublin is the first institution that emerged from the process. Current developments seem to suggest that the newly formed institution might be already falling through the cracks of the neoliberal ideology in its pursuit to replicate “traditional universities” activities on its quest to enhance research activity. This research thesis offers insights into the damaging effects of the neoliberal ideology in the global Higher Education sector and reflects on its impact at the national level. Worldwide, educational systems have been weakened due to the “student-customer” phenomenon. University education has become a “product” that must be purchased, and that seems to be designed to serve the interests of the political class, the big corporations, and the affluent and privileged classes. The thesis’ methodological framework integrates the development of a systematic literature review supported by document analysis through the lenses of critical inquiry and reflections guided by the critical theory that helped to develop a constructive critique of current trends in Irish Higher Education. Undoubtedly, we are facing challenging times as the world is consolidating and accelerating the process of turning into imbalanced socio-economic societies where the common good is not a priority, as individual achievements are applauded and rewarded, justified by the idea of personal responsibility. Irish technological universities face major challenges as they try to define their role as “research-informed” technological universities, a concept, vision, or idea that remains unclear to the researcher after completing the systematic literature review associated with this thesis. To the researcher’s disappointment, it has not been possible to find a clear answer to what it means to be a “research-informed” technological university. The closest association that one could make is its connection to the Humboldtian ideal that universities should become places where research and teaching activities converge. Therefore, academics should devote their time to contributing to the knowledge generation process by being active researchers and transmitting their knowledge through high-quality teaching practices to current and future generations.
... The 'nexus' of research and teaching is influenced by the departmental structural arrangements for organising research and teaching activities, and a potential gap in making connections between staff research outputs and students´ learning when this research is too far ahead of the undergraduate curriculum to be accessible to students (Jenkins, 2004). Graffiths (2004) and Healey (2005) distinguish five 'Research-informed teaching' approaches: In the bachelor's biology programme and in the different master's programmes at the Faculty Biology and Chemistry all five approaches of research-informed teaching are offered. They provide different avenues for RRI learning. ...
Chapter
Full-text available
The purpose of this theoretical paper is to present and discuss a strategy to implement the concept of Responsible Research and Innovation (RRI) in the Faculty Biology and Chemistry at the University Bremen using science education as a promoter of this process. The project is part of STARBIOS2 (Structural Transformation to Attain Responsible Biosciences), a European project funded in the HORIZON 2020 program Science With And For Society (Swafs) (see http://starbios2.eu). It aims to implement Action Plans to promote RRI in partner institutions of six European countries. Based on the experiences a model and guidelines has been elaborated to facilitate the implementation of RRI in other research institutions. The University of Bremen is one of the 12 partners of STARBIOS2. The Bremen team develops, conducts and evaluates an Action Plan with Science Education as a trigger for the structural transformation process. The Action Plan aims in the performing of a series of educational building blocks with the goal of raising the awareness of RRI issues. The vision is to implement RRI in the future concept of the Faculty of Biology and Chemistry.
... However, many universities publicly demonstrate their philosophical commitment to Humboldtian ideals, of the integration of teaching and research, by referencing this in their mission statements and strategies (Geschwind, L and Brostöm 2015: 60). Healey (2005) argues that students learn best when they are completely immersed in their subject and this includes engagement with research. There are different approaches to this depending on the discipline, but Healey feels the most effective is research-based education where the curriculum utilises inquiry-based learning, when students are directly involved in research activities. ...
Article
The paper will explore how the UCL Student Centre, opened in 2019, responds to the emphasis on ‘research-based education’ in the UCL Education Strategy. It discusses the high levels of engagement at different levels, which characterised the design of the building, and how services and spaces were designed around student needs. The paper will aim to provide insights on both successful characteristics and lessons learned from the construction and first year of operation of the Student Centre, to benefit library staff and designers in planning, designing and operating research library spaces. The article will also consider how the building provides a showcase for the talent and creativity of the diverse staff and student community of the university.The building has elicited a strong emotional response from students, creating a stronger sense of belonging to the UCL community and encouraging students’ pro-active approach to learning.
... 7 11.5 11 18 18 29.5 15 24.6 10 16.4 Inflexibility in dealing with (MOODLE). 8 During your study online, Do you face one of these problems in solving the assignments? Non-interactivity with lecturer to correct the assignments. ...
Article
Full-text available
In March 2020, the World Health Organization (WHO) officially announced the COVID-19 outbreak as a global Pandemic, during this time, the Egyptian government announced closing the schools and higher educational institutes, hence, the commitment to online learning in schools and faculties become mandatory to prevent the spread of the virus. From this point, the lecturers of Building Technology Courses in Modern Academy for Engineering and Technology were tasked to find ways to teach the course without physical contact with the students nor access to campus facilities traditionally used to run the program and its associated courses. In fact, it became a challenge because, Building Construction Courses considered one of the core courses in architectural education after the design courses, which means, any defect in teaching these courses will affect directly in the educational process. Furthermore, bachelor architecture programs for design and building construction courses for undergraduate student in Preparatory and Sophomore years are usually associated with the direct interaction between the lecturer and each student. This paper argues the evaluation of an operational model prepared for the design and building construction courses to overcome this challenge, then, examining this model through a questionnaire prepared to evaluate the efficiency and deficiencies of online-learning for two Consecutive courses for building construction and materials (1and2) by using an online learning platform as an alternative method for education, as well as, discussing the final result for the two courses to evaluate the operation model effectiveness, and improve the e-learning process for the coming semesters.
... This is a term that describes educational approaches which "are driven more by a learner's questions than by a teacher's lessons…Instructors act as…facilitators who help learners arrive at their 'true' questions" (p. 1, CET, 2016). The pupils work in groups, on meaningful activities and they are aided by their teachers to find themselves the answers they are looking for (Healey, 2005). ...
... Evidence for the effectiveness of connecting teaching and research at the undergraduate level continues to emerge in an increasing body of work, e.g. Pascarella andTerenzini (2005), Baxter Magolda et al. (1998), Healey (2005) and Healey and Jenkins (2007). However, the potential for further pedagogical advances, grounding research-based learning in the political history of higher education, remains undeveloped. ...
Chapter
Until recently government policy in the UK has encouraged an expansion of higher education to increase participation and with an express aim of creating a more edu cated workforce. This expansion has led to competition between higher education institutions , with students increasingly positioned as consumers and institutions working to improve the extent to which they meet 'consumer demands'. Especially given recent government funding cuts, the most prevalent outlook in higher education today is one of business, forcing institutions to reassess the way they are managed and promoted to ensure maximum efficiency, sales and 'profits'. Students view the opportunity to gain a degree as a right, and a service which they have paid for, demanding a greater choice and a return on their investment. Changes in higher education have been rapid, and there has been little critical research into the implications. This volume brings together internationally comparative academic perspectives, critical accounts and empirical research to explore fully the issues and experiences of education as a commodity, examining: • the international and financial context of marketisation • the new purposes of universities • the implications of university branding and promotion • league tables and student surveys vs. quality of education • the higher education market and distance learning • students as 'active consumers' in the co-creation of value • changing student experiences, demands and focus. With contributions from many of the leading names involved in higher education including Ronald Barnett, Frank Furedi, Lewis Elton, Roger Brown and also Laurie Taylor in his journalistic guise as an academic at the University of Poppleton, this book will be essential reading for many. The Marketisation of Higher Education and the Student as Consumer offers a groundbreaking insight into the effects of government policy on the structure and operation of universities.
... Further, it enriches the students' investment in education by their participation in the research culture of their intellectual disciplines (Lambert, 2009). A body of literature has documented the advantages to students of engaging with research (De Haan, 2009;Elsen et al., 2009;Garde-Hansen & Calvert, 2007;Healey, 2005aHealey, , 2005bJenkins et al., 2007;McGuinness & Simm, 2003;Seymour et al., 2004) and of doing so early (Walkington et al., 2011). In this article, we focus on the aspect of CUREs, not only on inquiry and learning, but also on personal change. ...
Article
Full-text available
Aim/Purpose: This article aimed to design and evaluate a pedagogical technique for altering students’ classroom digital multitasking behaviors. The technique we designed and evaluated is called course-based undergraduate research experience (CURE). With this technique, the students wrote a research article based on a multitasking experiment that the instructor conducted with the students. The students conducted a literature review, developed their own research questions, they analyzed experiment data, and presented results. This study evaluated the how the CURE contributed to student multitasking behavior change. Background: Multitasking is defined as doing more than one thing at a time. Multitasking is really the engagement in individual and discrete tasks that are performed in succession. Research showed that students multitasked very often during courses. Researchers indicated that this was a problem especially for online teaching, because when students went online, they tended to multitask. Extant research indicated that digital multitasking in class harmed student performance. Multiple studies suggested that students who multitasked spent more time finishing their tasks and made more mistakes. Regardless of students’ gender or GPA, students who multitasked in class performed worse and got a lower grade than those who did not. However, little is known about how to change students’ digital multitasking behaviors. In this study, we used the transtheoretical model of behavior change to investigate how our pedagogical technique (CURE) changed students’ digital multitasking behaviors. Methodology: Using a course-based undergraduate research experience design, a new classroom intervention was designed and evaluated through a content analysis of pre- and post-intervention student reflections. As part of the course-based undergraduate research experience design, the students conducted a literature review, developed their own research questions, they analyzed experiment data, and presented results. This study evaluated the how teaching using a course-based undergraduate research experience contributed to student multitasking behavior change. Transtheoretical model of behavior change was used to investigate how our pedagogical technique changed students’ digital multitasking behaviors. Contribution: The paper described how teaching using a course-based undergraduate research experience can be used in practice. Further, it demonstrated the utility of this technique in changing student digital multitasking behaviors. This study contributed to constructivist approaches in education. Other unwanted student attitudes and behaviors can be changed using this approach to learning. Findings: As a result of CURE teaching, a majority of students observed the negative aspects of multitasking and intended to change their digital multitasking behaviors. Sixty-one percent of the participants experienced attitude changes, namely increased negative attitude towards multitasking in class. This is important because research found that while both students and instructors believed off-task technology use hinders learning, their views differed significantly, with more instructors than students feeling strongly that students’ use of technology in class is a problem. Moreover, our study showed that with teaching using CURE, it is possible to move the students on the ladder of change as quickly as within one semester (13 weeks). Seventy-one percent of the students reported moving to a higher stage of change post-intervention. Recommendations for Practitioners: Faculty wishing to curb student digital multitasking behaviors may conduct in-class experimentation with multitasking and have their students write a research report on their findings. Course-based undergraduate research experiences may make the effects of digital multitasking more apparent to the students. The students may become more aware of their own multitasking behaviors rather than doing them habitually. This technique is also recommended for those instructors who would like to introduce academic careers as a potential career option to their students. Recommendation for Researchers: Researchers should explore changing other unwanted undergraduate student behaviors with course-based undergraduate experiences. Researchers may use the transtheoretical model of change to evaluate the effectiveness of techniques used to change behaviors. Impact on Society: The negative outcomes of digital multitasking are not confined to the classroom. Digital multitasking impacts productivity in many domains. If techniques such as those used in this article become more common, changes in multitasking intentions could show broad improvements in productivity across many fields. Future Research: This paper constitutes a pilot study due to the small convenience sample that is used for the study. Future research should replicate this study with larger and randomized samples. Further investigation of the CURE technique can improve its effectiveness or reduce the instructor input while attaining the same behavioral changes.
... Published studies have explored various teaching and research integrations, primarily in higher education, specifically in the built environment discipline (Griffiths, 2004); considering the importance of disciplinary spaces (Healey, 2005); and disciplinary community and academic department members (Jenkins et al., 2007). While these studies have substantially discussed integration, the contention remains that no specific integration is considered the best among others (Elsen et al., 2009;Jensen, 1988;Visser-Wijnveen et al., 2010). ...
Article
Full-text available
Various fields have documented and concretized a growing interest in the nexus between research and teaching. There is, however, a paucity of literature explaining how this integration can happen in a literature class, instigating epistemological and pedagogical turns among literature teachers. With the shifts in literature education, the challenge of this integration has even doubled, yet it remains relatively uncharted territory. This paper is, therefore, informed by a twofold intent-discuss three possible approaches to this integration and suggest measures ensuring quality research-integrated literature teaching.
... Furthermore, university governance is also proven to influence later career decisions, wherein academics working in public institutions are more susceptible to academic identity tensions [31,32]. Lastly, academic identity is more likely to form within the boundaries of a common classification [33], this holds true since scholarly requirements for each discipline (or field of study) are equally distinct and different [34][35][36]. Cronbach's [37] alpha reliability of the entire survey was computed at 0.91, signifying highly reliable internal consistency [21,38]. ...
Article
Full-text available
The doctoral student experience is complex and multifaceted, and although it is increasingly examined in higher education research, there is still much to explore and understand about the topic. Despite expanding discourse, few investigations have been conducted in the East Asian context with multiple universities and fields of study. The present paper aimed to over-come these limitations with research conducted in two Taiwan universities with 94 doctoral student subjects. The study was designed as a quantitative cross-sectional survey using gap analysis. Results showed that within three dimensions (experience with mentors, peers, and cur-ricular engagements) nine distinct variables were validated. The importance of peer interaction and support from mentors were noted as key components for a successful enjoyable doctoral experience within the Taiwan context.
... Such a conversation should be directed towards protecting students, enabling teachers to recognise and respond adequately to problems, but also to setting the limits of teachers and supervisors' responsibilities. From a pedagogical perspective, the benefits of research-led teaching and a connected curriculum, where open dialogue with students and a more symbiotic relationship between university research and student education is promoted, has been well established (Fung 2017;Healey 2005). Our move is located squarely within these broader efforts within the academy, which aims to promote both improved quality of teaching and invigorate research initiatives. ...
Article
Full-text available
What are the physical experiences of fieldwork really like? This article invites anthropologists engaged in teaching to transform the way research methods are currently taught to include frank and thoughtful conversations on how bodies, in their mundane physicality, are implicated in fieldwork. While the (mindful) body that actively and purposefully engages with the reality under investigation has gained centrality in anthropological discussions about "being there", the body that things happen to has been ignored or marginalised. We contend that an exploration of the body that falls ill, feels uncomfortable, or simply does not match with an idealised image of the skilled and productive fieldworker (often male and able-bodied) has practical, pedagogical, political, and analytical merits. By recounting some of our own private anecdotes of challenges encountered in fieldwork, we emphasise the centrality of our physical experiences to our ethnographic approach. Discussing the glamourless, bodily aspects of fieldwork is crucial to preparing ourselves and our students for fieldwork, to combating ableism in anthropology, and to downplaying anxiety over narrow standard goals of "good" fieldwork. We also argue that theoretical considerations of the messy and unpleasant physical experiences that fieldwork involves can bring further insight into how research is (un)done.
... I count in vocational training and schooling in this formative stage, as it ultimately is meant to prepare students for an existing reality, and to reproduce successful practices as efficiently as possible. Tertiary education, so called higher education, is meant to be research-led, -oriented, -tutored, or -based (Healey, 2005), meaning that there should be an intimate link between what and how students learn, and relevant research that has been, or is conducted on that topic. ...
... The link between research and teaching in higher education has been explored in several studies [1,[9][10][11][12][13][14][15][16][17][18][19]. One strategy for linking research and teaching is to bring research into the classroom, e.g., through academics presenting their research relevant to the subject and discussing research outcomes and methods with students [1]. ...
Article
Full-text available
Background In a research-based learning environment, students learn how to become critical thinkers and lifelong learners, and to generate discipline-enriching knowledge. Research training is important for all healthcare professionals and the integration of research in education can be one approach to improve evidence-based practice among future professionals. The purpose of this scoping review was to identify studies reporting on research-based education in undergraduate occupational therapy and physiotherapy curricula to document the current state of knowledge and to map factors that reflect and support the implementation of research-based education in undergraduate occupational therapy and physiotherapy programmes. Methods A scoping review was used to systematically select and summarize existing literature. The search was conducted using a combination of keywords and MeSH terms in the following databases: EBSCO (Academic Search Elite, CINAHL, ERIC), MEDLINE, Embase, Education Source and grey literature. A thematic analysis identified strategies used to implement and promote research-based education in occupational therapy and physiotherapy bachelor programmes. Results The database search identified 3068 records. 75 were eligible for full-text assessment and 27 studies were included. The studies were published between 1999 and 2021 and were conducted in Norway, Canada, South Africa, Australia, the United Kingdom, the United States, New Zealand, Ireland, Taiwan, Italy, and Iran. The study designs were mainly quantitative and qualitative, and studies included primarily occupational therapy and physiotherapy students. We identified the following four strategies: ‘student engagement in research’, ‘curriculum improvement regarding EBP’, ‘EBP teaching’ and ‘journal club’, where ‘EBP teaching’ was most frequently identified. Conclusions Findings from this scoping review suggest that ensuring students’ competence in research methods is necessary for students to be able to read and understand research articles, which are important as foundational skills in undergraduate research training. Journal clubs can be a foundation for student engagement with research literature, and students’ basic research skills may be facilitated through their involvement in research projects and by conducting systematic reviews. Further, cooperation with clinical practice is important, and the awareness of research-based education should be increased among both faculty members and students.
... Because of the traditional linkage between research and teaching in higher education (Healey, 2005), teacher education at universities is considered ideal for imparting abilities for the engagement with (and, of course, in) research. Although the teaching profession is traditionally oriented towards practice, in particular the Empirical Shift in German education led to changes in teacher education programs. ...
Chapter
The German evidence-based model of educational governance is bureaucratically regulated, but teachers and schools are autonomous in their way of implementing requirements in schools. Accountability is ensured by regularly monitoring educational outcomes with reference to national educational standards, e.g. in the form of mandatory comparative performance tests. In this context, it is worth determining the process stages of research engagement with which the available data or evidence are associated and which purposes they can serve in teacher education and practice. Building on that, an overview is provided of the state of (mainly German) research on teachers’ and school leaders’ research engagement and influencing factors. This research field has flourished in the wake of the Empirical Shift in German education. By now the understanding has emerged that ultimately the depth of inferential processes is vital for sustainable development and this in turn is influenced by data, context and user characteristics. On the individual level, in particular, positive affective-motivational dispositions and research literacy are deemed important, whereas the feeling of being controlled has detrimental effects. On the school level, school culture and leadership are of impact, whereas a certain continuity of measures on the governance level proves meaningful for the engagement with data and evidence in educational practice. With regard to the German experience, it is concluded that more (funded) dialogue opportunities between different actors and professional groups in education are needed and that initial and further training should strive even more to impart a meta-reflective stance or enquiry habit of mind.
... On the other hand, to enrich the T-R-N in HE programs, the "research-informed teaching" concept still constitutes the primary approach, including various formats, i.e., research-led teaching, research-oriented teaching, research-tutored teaching, research-based teaching, and teaching-led research (see Healey, 2005). While this understanding of research-informed teaching has found a response in the small number of teaching-research balanced HESs around the world, it is not an easy task to establish such a balance relatively in teaching-or research-focused HESs . ...
... Tudi dokazi raziskav so različni, od tega, da ni statistično pomembnih povezav med raziskovalnim delom in učinkovitostjo poučevanja, do tega, da študentje z različnih ustanov cenijo učenje v okolju, ki temelji na raziskavah. Healey (2005) poroča, da bodo imeli študentje verjetno največ koristi od raziskav, kar zadeva globino učenja in razumevanja, če se vključijo v raziskave, na primer z različnimi oblikami aktivnega učenja, kot je učenje z raziskovanjem. Omenjeno pa predstavlja izziv za univerzitetne učitelje. ...
... A well-known model between research and teaching, described by Healey, distinguishes two dimensions: one dimension ranges from "student as audience" to "student as participant" and the other dimension ranges from "emphasis on research content" to "emphasis on research processes and problems" [5]. In higher education, a major part of scientific education is in the more passive dimensions, with emphasis on content and students as audience. ...
Article
Full-text available
We describe and evaluate our practice-based learning approach for research in undergraduate students studying Biomedical Sciences at Radboud University Nijmegen, the Netherlands. First-year students who started their study between 2015 and 2018 actively participated in data collection and measurements, including anthropometry, electrocardiogram findings, genetic variants, and lifestyle habits. All data were entered into one anonymous database , which was used by students to analyze their research questions. In 2019, 44 of the 87 students (50%) valued active measurements better than questionnaires. Most students (strongly) agreed that they have learned about data collection and were inspired to learn more about biomedical research.
... There is also considerable convergence between the German and the international debates surrounding student and undergraduate research. Building on the works of Beckman and Hensel (2009), Brew (2006, 2013, Healey (2005), and Healey and Jenkins (2009), the German debate has produced several models for mapping the research-teaching nexus (Tremp and Hildbrand 2012;Rueß et al. 2013) and planning for research-based learning (Lübcke et al. 2017). ...
Chapter
The Chapter offers a quick but detailed introduction to the relationship between research, students and teaching in modern German Higher Education since the 19th Century. While "undergraduate research" is still a novel concept in Germany, there is a rich tradition in "Forschendes Lernen" (research-based learning) from the 1970s onwards. The chapter focuses in particular on the many RBL projects and activities that developed in the context of the Quality Pact for Teaching between 2011-2020.
... 7 11.5 11 18 18 29.5 15 24.6 10 16.4 Inflexibility in dealing with (MOODLE). 8 During your study online, Do you face one of these problems in solving the assignments? Non-interactivity with lecturer to correct the assignments. ...
... Particularly, they are asked to read a specific academic paper that is included in the tutorial pack that was handed to them during the first lecture. Articles from the academic journals provide a valuable learning resource for their study (Healey, 2005); considering that cross-cultural management fits within the areas of my research focus, I am in a position to provide them with the most relevant papers that enhance their understanding on the topic and trigger their interest in further investigating it. ...
Chapter
Full-text available
The chapter explores the change in educational philosophies application through the rapid adaptation of simulations and technologies
Article
The reinvention of the university as a research-focused institution has transformed the way in which research is defined in practice. It is now widely explained in terms of a narrow set of performative expectations. This paper draws on historical literature to trace the hollowing out of research from a broad, though often sceptical, conception shaped by the liberal education tradition to one that is now expressed and evaluated almost exclusively in terms of publication, grant getting, and doctoral completions. In so doing it is argued that there is a need to challenge neo-liberal assumptions about the purposes of higher education and reclaim what Truscot referred to as the ‘spirit of research’. This is essential both for authentic higher education teaching and as a set of scholarly, epistemic virtues. Such a conception, compatible with both the liberal education and Humboldtian traditions of the university, values research awareness over research productivity and provides a more secure link between research and teaching.
Research
Full-text available
استهدف البحث استخدام البحوث الجامعية في تصميم خريطة بحثية مستقبلية لقسم المناهج وطرق التدريس بكلية التربية جامعة الإسكندرية في ضوء التوجهات البحثية العالمية المعاصرة
Book
Full-text available
Teaching is crucial for supporting students’ chances of success in higher education, yet often makes limited use of theory to foster contextualized, systemic understandings of access and success. Theorized yet practical ways of empowering university educators are needed to develop their practices and turn access into success for their students. This book harnesses Legitimation Code Theory ‘LCT’ to inspire university educators to understand, reimagine and create socially just teaching and learning practices. Chapters bring this powerful theory to bear on real-world examples of curriculum design, inclusive practices, cumulative learning, assessment practices, and reflection. Each chapter guides the reader through these cutting-edge ideas, illustrates how they can make real differences in practice, and sets out ways of thinking that educators integrate those ideas into practice. The outcomes will help students access the powerful knowledge and ways of knowing they need for success in higher education.
Chapter
Conducting academic research is a requirement to obtain a degree at university. But, before judging the research work students come up with at the end, we need to question the quality of the research methodology courses and to what extent these are preparing them for such a decisive task. To this end, this chapter's focal concern is to find out about the challenges Master students face in conducting research at the department of English (Mostaganem University). This is through a case study investigating their needs, concerns, and views regarding their learning of the research methodology course.
Chapter
Inquiry-based learning (IBL) is a broader term encompassing a range of pedagogical approaches with central focus on students’ investigative work, raising questions and solving problems. The current chapter locates IBL within the social work education both in India and Australia. This chapter is based on author’s reflections while making use of IBL pedagogical approaches during her teaching experience of over the last ten years. Since IBL approaches necessitates complete involvement of learners in the process of exploration, analysis and co-creation of knowledge, the traditional teaching practices whereby learners are treated as passive recipients of information may no longer prove to be effective in developing independent learners. Thus, IBL-related pedagogies are being advocated within the realms of higher education. Even in the social work education worldwide and also in Indian context, IBL approaches are emphasized but the documentation of such practices remains limited especially in Indian context. It is in this chapter that author has attempted towards documenting her own experiences of using IBL approaches while engaging with students both in classroom teaching and fieldwork supervision-related processes.
Book
Full-text available
In this book, you will see how different filmmaking projects have evolved and how concepts in film production were taught. You will see how filmmaking projects follow a certain path: developing ideas, planning, production, editing and distribution. There is no doubt that a large majority of our students are not only watching movies, they have also been involved in videogaming, youtubing, making clips and sharing them with friends and family members. From education to entertainment to revolution, the visual culture is fast growing, resulting in the growth of a visual filter that pushes for an eye-catching world if not a perfect one. In short, new pedagogies need to evolve and shift from teacher focused experience to student focused experience.
Article
The inclusion of training in the Sustainable Development Goals (SDGs) in higher education is essential to achieve them. In addition, labor market reintegration or improvement of older workers is a goal that an increasing number of people have set for themselves, especially in countries severely affected by crises. The union of these two premises has given rise to the application of a methodology in a master’s degree in engineering. This manuscript makes a double contribution: on the one hand, it presents the methodology with its application through a practical case; on the other hand, it covers how students perceive the application of non-traditional training techniques. The methodology is based on student-centered learning, using case-based teaching and inquiry-based learning. The students’ perception of this change in training was evaluated through a qualitative methodological approach for five consecutive years and through two types of surveys carried out each year, one of which involves comparison with traditional training methodologies. The results of the surveys show the favorable acceptance of this form of teaching, surpassing the results of traditional teaching methods by more than 25%. As a practical implication, this research identifies new ways of teaching complex subjects that facilitate training in SDGs and the subsequent labor market reintegration of older people.
Article
Full-text available
While the effects of governance reforms on research have been widely discussed, little is known about their consequences for teaching at universities. This study examines the issue by considering competitive funding programs for teaching currently being introduced in German universities using interviews to explore why universities introduce competitive funding programs for teaching and why academic staff participates. The findings illustrate narratives that are interpreted via Mintzberg's conception of ‘professional bureaucracy’ (1979). Funding programs appeal to academics’ research identities, enabling them to utilize such programs autonomously for their benefit. The study concludes that funding programs are attractive because of their ability to foster innovative teaching and are particularly suitable semantically as they enable both university management and staff to pursue their multiple interests. University governance in the form of funding programs for teaching ultimately affects teaching, leading to specific forms of teaching governance and contributing to ongoing changes in academic identities.
Article
Background There are calls to ensure that evidence-based practice is enabled for every midwife and nurse by means of education, research, leadership and access to evidence. Concurrently, there is a global call for universities to foster ‘Research Inspired Teaching’. Yet such teaching must first be defined and may usefully be developed, delivered, and evaluated as part of a framework approach. Objective To co-create a uniform definition of ‘Research Inspired Teaching’ and a framework for developing, delivering, and evaluating it. Design A co-creation approach was taken, underpinned by the interpretive framework of communal constructivism. Setting The West Midlands region of the United Kingdom. Participants The sampling strategy was purposive, whereby those who had reportedly actively engaged in ‘Research Inspired Teaching’ were invited to participate. The resulting multidisciplinary team of co-creators (n = 14) included students, educators, and self-identified facilitators of ‘Research Inspired Teaching’. Methods The co-creation of outputs was facilitated by two online co-creation workshops. All creative, written, and verbal contributions made by co-creators were collected as data and used to ‘co-define’, ‘co-design’ and ‘co-refine’ outputs. To enhance credibility, triangulation was used throughout. A final review of results presented in this article via all co-creators concluded this process. Results This article presents a definition of teaching, a definition of research, a founding definition of Research Inspired Teaching and a guiding framework along with 10 core principles for developing, delivering, and evaluating it. Conclusions These outputs may be useful for both midwifery and nursing faculties, providing common language for collaboration and inspiring further developments and research. In pursuit of excellence, further international research could usefully investigate how these outputs may further bridge the Research-Teaching Nexus in Higher Education, and partner with other universities looking to cultivate, evidence and promote their own ‘Research Inspired Teaching’ in practice. In this pursuit, inter-university partnerships would be welcomed.
Article
Twenty-first century graduates need to have the aptitude to be critical thinkers and capacity to make balanced judgements. The undergraduate dissertation (capstone/independent research project) is normally undertaken at the end of the degree programme enabling students to demonstrate their ability to apply, analysis, synthesis and evaluate their knowledge. Despite the pedagogical importance of the dissertation and the implication of them for the undergraduate student experience, much of the literature on dissertations focuses on: design, structure and implementation; teaching and learning strategies; assessment criteria and marking standards; and, students’ development of subject-specific skills, personal attributes and transferable skills. However, the question remains how best to support and motivate undergraduate students in the final stages of the dissertation “write-up” process. This paper investigates and assesses the use of “writing retreats” within the final stages of the undergraduate dissertation process. Despite the benefits of writing retreats, they have to date typically only been offered to academic and research staff and postgraduate research students but not undergraduate students. This paper demonstrates that writing retreats are a feasible intervention tool that facilitates attitudinal changes, such as enhanced motivation, increased confidence and a more positive outlook on the final writing process of their independent research projects.
Chapter
Ausgehend von mathematischen Grundtätigkeiten beschäftigt sich dieser Beitrag zunächst mit der Frage, inwieweit das Konzept zu Lernumgebungen Aspekte des Erkundens, Entdeckens und Dokumentierens herausfordert und elaboriert. Daran schließt sich die Frage nach Korrespondenzen zwischen solchen Anforderungen an die Praxis des Grundschulmathematikunterrichts und den Desiderata an die Gestaltung von Studienszenarien für Lehrkräfte an: Warum sind solche Korrespondenzen als bedeutsam zu erachten? (Wie) Lässt sich eine entsprechende Haltung bei zukünftigen Grundschullehrkräften entwickeln? Inwiefern bieten Ansätze des Forschenden Lernens Orientierung?
Article
Vaccines and treatments produced during the global coronavirus crisis demonstrated the importance of university research and teaching. There was widespread celebration of university–industry partnerships and collaborations across disciplines and geographical locations. However, simultaneously, higher education institutions in England faced serious financial and organisational challenges throughout the pandemic, which has implications for the relationship between teaching and research, for who undertakes each, and for the students’ experience of teaching and learning (some of whom become the next generation of researchers). The rapid movement to online learning created further tensions within an already demoralised, precarious and divided workforce. This paper considers the potential social good of universities’ two core missions, research and teaching in a post-pandemic world, exploring the inherently political nature of the link, as well as its encoded inequalities and dysfunctions. Drawing on documentary and secondary data analysis, this paper explores, first, the long-standing sectoral and institutional discrepancies through analysing trends in student recruitment rates and research funding. Second, it investigates how student and staff experiences of the link between research and teaching were changing in the pandemic, pointing to substantive equity issues in how the pandemic response affected access to research opportunities and to research-led teaching. The paper argues that a more equitable and inclusive university that appreciates the research-teaching nexus and is flexible and collaborative in nature is key to contribute to tackling global and local challenges, such as environmental destruction, climate change, conflict and socio-economic inequities.
Chapter
The use of visualization to underpin distant reading arguments on cultural heritage data has established in the digital humanities domain. Novel strategies to represent data visually typically arise from interdisciplinary projects involving humanities and visualization scholars. However, the quality of outcomes might be inhibited as typical challenges of interdisciplinary research arise, and, at the same time, problem solving strategies are missing. I taught a course on visual data analysis in the digital humanities to let students with diverse study backgrounds experience those challenges in their early academic careers. This paper illustrates the research-teaching components of my course. This includes the contents of the theoretical training with active learning tasks, aspects of the practical training and considerations for teachers aiming to compose a related course.
Article
Educational Research Literacy (ERL) is the ability to access, comprehend, and consider scientific information and to apply the resulting conclusions to problems connected with educational decisions. It is crucial for the process of data-based decision making and–corresponding to the consecutive phases–defined as the conglomeration of different facets of competence, including information literacy, statistical literacy, and evidencebased reasoning. However, the engagement with research in educational contexts appears to have some difficulties. This is even more remarkable as the state of knowledge about actual teacher competency levels remains unsatisfactory, even though test instruments for assessing research literacy have been developed in recent years. This paper addresses the question of whether such a test developed in the specific context of German study programs in (teacher) education can be applied to other national contexts, in this case to Austrian teacher education. An investigation of the construct validity under consideration of the psychometric structure and group differences on item level is necessary for ensuring the fairness of cross-national comparisons. Based on multidimensional item response theory models, samples from Germany (n = 1360 students, 6 universities) and Austria (n = 295 students, 2 universities) are investigated in terms of measurement invariance between the two countries. A comparable psychometric structure and at least partial measurement invariance with no particular advantage for either sample could be demonstrated. This is an indication that the presented test instrument can be validly applied to assess the research literacy of teacher training students in both countries.
Thesis
Full-text available
Nowadays, many universities are championing the idea of becoming a research-intensive university to be able to have world class recognition as it is seen as a necessity to contribute to growth in the national economy. This requires that a university has certain things in place such as the adequate research funding, more infrastructural resources, the required academic staff, and, above all, high research output in the form of publications and PhDs. National flagship universities in the developed countries such as Europe and North America were found to be doing well with regard to the above-mentioned elements, which has given many of them a world-class research-intensive university status. This has served as a wakeup call to the universities in Africa to improve their research performance as it is now highly recognized as the roadmap to ensuring economic growth. Most of the African universities, therefore, started redefining their vision and mission to have the research component as one of their major goals. Hence, the vision of the University of Ghana is to become a world-class research-intensive university by 2024. To assess the achievability of this vison, the study looked at where the university used to be in terms of its research function, and how far it has come, to be able to make predictions about its future. The findings revealed that the institution has progressed in its research function compared to some years back. This is, at least, evident in the improved research funding, effective personnel policies, increasing number of academic staff with a doctorate degree, increasing number of graduate admissions, and the increasing number of research publications which have all contributed to an improvement in the rankings of the university (though rankings can be criticized for being subjective in character). Funding, however, was again identified as the key problem limiting the research activities of the academics as most of their external funding come from the donor agencies that usually have their own thematic priorities which is different from that of the individual academics or the institution in general. This usually has a limitation on the number of academic publications by these academics. In addition, the academics find it difficult to apply for internal funding as it is plagued with poor procedural mechanisms such as nepotism and institutional bureaucracy. Also, the more teaching load of the academics hinder them from engaging in active research activities. Finally, the findings reveal that the three management levels in this study (central leadership, departmental heads, and the academics) have different views about the level of importance attached to research at the University of Ghana. To the central leadership, research in the university is very important and it should become even more important than teaching. The departmental leadership, on the other hand, think that the level of importance attached to research is not alright and more should be done to make it better. Yet, the academics are of the view that the facilities of the university point more towards teaching than research leading to their conclusion that research in the university is less important at this time.
Article
Purpose In the COVID-19 era, where blended learning is gaining popularity, research-informed teaching could be one of the alternatives or options to assess students' progress in Higher Education institutions. In the past, educators have assessed students' research skills gained from research-informed teaching through coursework components or assignments. However, whether the assignments can be converted into peer-reviewed output acceptable in a reputable journal or conference has hardly been investigated. This study explores how research-informed teaching has been rolled out in undergraduate/postgraduate BIM related modules/programmes in the School of the Built Environment, Oxford Brookes University and which has culminated in high quality published outputs. Design/methodology/approach The method used is purely qualitative in-depth interviews, where students who have published were tracked and invited to share their experiences. In total, nine former students of the 12 invited, participated in the interviews. Inductive content analysis, a suitable qualitative data analysis technique was used in analysing the feedback from the interviews. Findings The main finding is that research-informed teaching can be done in a technical and complex BIM discipline and students' coursework components or assignments can further be converted into published outputs. Research limitations/implications The main limitation of this study was that the sample was small. That notwithstanding, it has provided valuable insights into the understanding of student's ability to undertake research while studying and experiences of how educators can deliver research-informed teaching to students in Higher Education institutions. Originality/value The study adds to the existing body of literature about undergraduate and postgraduate research-informed teaching and goes further to provide strong evidence through published outputs thereby confirming that students at both levels can indeed conduct and publish peer-reviewed research articles while undertaking their studies.
Chapter
Full-text available
More than doubling the number of institutions in the last decade, the Turkish higher education system has displayed highly contradictory conditions for developing the teaching and research nexus (T-R-N). While Turkey has been posited among research-focused systems, academics have found themselves in a work environment heavily teaching-loaded. Here, rather than focusing only on the national structure, a multinational comparison can assist to better understand the outcomes of the rapid expansion and research-focused trends in terms of potential contradictions regarding the T-R-N in Turkish academia. Therefore, this research examines the T-R-N perceptions of academics and the influence of personal, professional, and institutional characteristics on their perceptions comparing Turkey with the Eastern and Western case countries. This research was designed in the cross-national survey model. Adding the data of Germany and South Korea through the Academic Profession in Knowledge-based Society (APIKS) survey, the T-R-N approaches in these three countries were compared using cross-tabulation with chi-square tests and binary logistic regression. The analyses revealed that gender, career level, discipline, teaching/research preferences, and teaching time spent are the influential factors for the T-R-N perceptions and implementations of academics in the case countries, while “Research and Development (R&D) spending per academic staff” is the prominent factor at the national level comparisons.
Book
Full-text available
Forschendes Lernen ist Teil der Diskussion um gelingende Lehrkräftebildung in der Hochschullehre. Mit der Einführung von Langzeitpraktika in der Lehrkräftebildung hat das Konzept des forschenden Lernens in den letzten Jahren wieder verstärkt Aufmerksamkeit erfahren. Ein Ziel dabei ist, dass (angehende) Lehrkräfte Herausforderungen im Beruf mit einer forschenden Grundhaltung gegenübertreten. In diesem Sammelband werden gelungene Beispiele von „Forschungsarbeiten“ von Studierenden der Lehrkräftebildung dargestellt. Dazu werden Seminarkonzepte aus den Bereichen Naturwissenschaften, Musik, Bildungswissenschaft, Mathematik und Kunst, der angewandten Sozialpsychologie sowie dem Unterrichtsfach Deutsch vorgestellt. Gerahmt wird der Band durch eine umfangreiche theoretische Einführung in das Konzept des forschenden Lernens und seiner Umsetzung an der Leuphana Universität Lüneburg.
Book
Full-text available
The authors gathered in this volume share a deep belief in the value of undergraduate research. Research helps students develop skills in problem solving, critical thinking, and communication and the work of undergraduate researchers can contribute to an institution's quest to further knowledge and to help meet societal challenges. Chapters provide an overview of undergraduate research, explore programs at different types of institutions, and offer suggestions on how faculty members can find ways to work with undergraduate researchers
Article
Full-text available
There is an international debate about the development of the scholarship of teaching. It is argued here that the scholarship of teaching needs to be developed within the context of the culture of the disciplines in which it is applied. The scholarship of teaching involves engagement with research into teaching and learning, critical reection of practice, and communication and dissemination about the practice of one's subject. This provides a challenging agenda for the development of subject-based teaching. Implementing this agenda includes applying the principles of good practice in the disciplines; developing the status of teaching; developing the complementary nature of teaching and research; and undertaking discipline-based pedagogic research. The paper is illustrated with particular reference to the discipline of geography.
Article
Full-text available
This paper is an attempt to construct, rather than reveal or discover, a link between research and teaching. The constructed link is offered as one that is pragmatically useful to those in higher education who wish to bring teaching and research more into balance. However, before constructing what I call a really useful link between teaching and research based on the process of inquiry, I look at several ways in which a relationship between the two is currently perceived. These I have called 'a marital relationship', 'an impending divorce' and 'a scholarly relationship'. I also examine Barnett's view of the relationship which he entitles 'a holy alliance'.
Article
Full-text available
The growing literature on undergraduate teaching and learning currently lacks an organising framework. This article sets out to provide one, distinguishing between hard pure, soft pure, hard applied and soft applied fields of study, and hence making it possible to highlight generally unremarked similarities and differences between the various research findings. In doing so, it draws extensively on the relevant literature, offering separate analyses of knowledge-related and socially related studies. The former embody curriculum, assessment and cognitive purpose, while the latter encompass group characteristics of teachers, types of teaching method and student learning requirements. The concluding section draws out the main implications for policy and practice related to staff development, computer-based learning, assessment of student learning and quality measures.
Article
Full-text available
Central to the ISL conference has been the attempt to forge productive links between 'teaching staff' and 'educational research/researchers'. We report initial findings of a project conducted by the Learning and Teaching Support Network (LTSN) Geography, Earth and Environmental Sciences Subject Centre that is seeking to develop and strengthen such links, by having specialist researchers support discipline staff to carry out discipline focused pedagogic research projects. Initial findings include: grounding the research on issues central to the discipline produced high practitioner involvement; and central practitioner concerns in doing such research was more about issues of 'objectivity' and the degree to which such educational research approaches were close to their 'parent' discipline, than competence at particular techniques. The overall conclusion is that specialist researchers working alongside discipline staff to raise their pedagogic research capacity is an effecive model.
Article
Full-text available
Kolb's experiential learning theory is one of the best known educational theories in higher education. The theory presents a way of structuring a session or a whole course using a learning cycle. The different stages of the cycle are associated with distinct learning styles. Individuals differ in their preferred learning styles, and recognizing this is the first stage in raising students' awareness of the alternative approaches possible. This article presents some case studies of ways in which the theory can be applied in university geography.
Article
Full-text available
Performed multidimensional scaling on scholars' judgments about the similarities of the subject-matter of different academic areas. 168 university scholars made judgments about 36 areas, and 54 small-college scholars judged similarities among 30 areas. G. A. Miller's method of sorting was used in collecting data. 3 dimensions were common to the solutions of both samples: existence of a paradigm, concern with application, and concern with life systems. It appears that these dimensions are general to the subject-matter of most academic institutions. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Article
Full-text available
This paper examines Oxford University students’ conceptions of the role of the tutorial in their learning. An analysis of interviews with 28 students constituted four qualitatively different conceptions of the ‘Oxford Tutorial’. These ranged from the tutorial involving the tutor explaining to the student what the student did not know, to the tutorial involving the tutor and the student in exchanging different points of view and both coming to a new understanding of the topic under discussion. These different conceptions also appeared to be related to variations in students’ views of the role of the work done in preparation for the tutorial, their view of the student’s and tutor’s roles in the tutorial, and the conception of knowledge that students adopted in relation to the tutorial. The implications of this study are discussed in terms of the relations between students’ conceptions of tutorials and their anticipated learning outcomes and its implications for contexts outside of Oxford in terms of students’ conceptions of academic tasks.
Article
Full-text available
Much time and effort has gone into trying to demonstrate an empirical link between research activity and teaching performance. In general, the correlations between these factors have been shown to be low. This paper argues that the attempt to find such a link will always be confounded by different conceptions of the two enterprises. The debate about the relationships between teaching and research as presently conceived is not fruitful. It there is a link between the two it operates through that which teaching and research have in common; both are concerned with the act of learning, though in different contexts. Greater emphasis needs to be placed on the ways in which knowledge is generated and communicated. Those aspects of teaching which lead to learning and the learning which occurs through research provide the vital link. This is important if the debate is to progress beyond a political defence of the status quo and be of practical use to considerations of whether, in higher education, teaching without research is to be encouraged.
Book
Universities are increasingly ideological. Many of the ideologies that are to be found on campus - entrepreneurialism, competition, quality, managerialism - express interests of the wider society but the university's own activities - such as research and even learning and teaching - have ways of becoming ideologies. Given this multiple ideological presence, universtiies are being undermined and are becoming beyond all reason. How then might universities live with ideology? Beyond All Reason argues for a positive way forward, with the positive potential of ideology being grasped and so converted into transformatory idealogies.
Book
The university is not only faced with a world of supercomplexity but it has itself contributed to this situation. This is a world in which our very frames of understanding, action and self-identity are all continually challenged. What is the place and role of the university in such a world? It is that of living by the uncertainty principle: it has to generate uncertainty, to help us live with uncertainty and even to revel in our uncertainty.
Book
The Red Cross is studied and criticized. The Royal Family is studied and criticized. Churches and hospitals are studied and criticized. Canadian universities are seldom studied and criticized and are worse off for this neglect. This book seeks to repair this damage by casting a critical eye on how Canadian universities work - or fail to work. Arguing that too much emphasis is placed on specialized research and too little on teaching, No Place to Learn contends that students seeking higher education in Canada are being short-changed. In clear, non-technical language, the book explains the priorities of Canadian universities and outlines several practical reforms that would greatly improve them. If you’ve never known what deans do, what tenure is, and what professors do when they're not teaching, No Place to Learn is a must-read: an eye-opening introduction that raises serious questions about the state of higher education in Canada. Current students, prospective students, and their parents will not want to miss this book, while professors and administrators would be wise to take note of it. (UBC Press)
Article
Using direct observation and detailed activity accounts, this study documented how faculty in two disciplines at two universities simultaneously accomplished teaching and research. Individual faculty integrated teaching and research between 8 and 34 percent of their work time. English faculty integrated research more with classroom teaching; physicists integrated research more with training students to conduct inquiry.
Article
Writing at the end of the 19th century Kropotkin argues that the teaching of geography should have three aims: to familiarise us with the methods of scientific reasoning, to increase our awareness of internationalism and to eliminate racism. To achieve these aims would necessitate a complete reform of the whole educational system.- Joe DohertyKropotkin teaching of geography scientific reasoning educational system nineteenth century
Article
This article reports an investigation into the relationship between student perceptions of lecturer research and motivation to study at university. A 71-item, Likert-type questionnaire was completed by 100 Oxford Brookes University final year undergraduates. The pattern of correlation between variables together with the results of a factor analysis, suggests that a relationship exists between type of student motivation and attitude to faculty research. It is proposed that Intrinsic Motivation, and a specific form of Course Competence are associated with positive attitudes to departmental research activity while Extrinsic-, Social- and Achievement-oriented students appear to be indifferent, or to have negative attitudes towards research. In the light of the present findings, it is suggested that previously reported negative evaluations of research-active teachers may come from a subpopulation of students who are extrinsically motivated and uninterested in communication with lecturers. Students in this group may avoid interaction with lecturers, while such interaction is sought by intrinsically-motivated, course-competent students. In these circumstances, lecturer views on the value of research for teaching might well be biased by feedback from those students who perceive it positively. It is noted that the present findings may explain how positive forms of student motivation can be enhanced.
Article
Although it is evident that disciplines have their distinctive cultural characteristics, this consideration tends to be largely overlooked in research into, as well as policy-making within, higher education. The paper aims to draw attention to some of the resulting inadequacies in analysis and to explore their consequences. After offering an overview of the various disciplinary cultures, it examines different facets of academic activity at the macro, meso and micro levels and suggests that in each case the differences between disciplines are important enough to merit general recognition. The author concludes with a brief speculation on why the issue is so widely neglected.
Article
Linking research and teaching is a topic of international interest. The links may take many different forms and may be found in all types of higher education institution. The main aim of the paper is to explore the complexity and contested nature of the research-teaching nexus in different national and institutional contexts, with particular reference to geography. It is argued that the relationship depends on how the terms ‘research’ and ‘teaching and learning’ are conceptualized. It is suggested that undergraduate students are likely to gain most benefit from research in terms of depth of learning and understanding when they are involved actively, particularly through various forms of inquiry-based learning. The development of such research-based curricula provides challenges to staff across the sector, not least because they may lead to finding new ways for staff and students to work together.
Article
The advantages and problems of project work in geography are outlined. The origins of the large‐scale ‘Project’ at Salford are seen in the need for a new curriculum, and in the University's ‘education for capability’ objectives, which led to the Project being placed at the philosophical core of the new degree course in 1987. The Project has subsequently been translated into the department's ‘Enterprise’ scheme. The structure of the Project is outlined, with particular reference to group size and working, student control, task selection, staff input, geographical and professional skills, assessment, and problems. Three tasks are outlined, and student reaction is assessed.
Article
This paper grows out of my academic journey from a long period teaching and researching geography to recently taking on the role of an educational developer. For most staff, their primary allegiance is to their discipline. In my experience, educational developers often fail to recognize and value staff's focus on their discipline ‐ or see it as an obstacle to improving the quality of their teaching. My central argument is that, to have a significant impact on the broad mass of staff, educational developers should work with these discipline‐based concerns. I detail how this can be achieved, drawing on much good practice from the UK, Australia and North America. Approaches include recognizing particular curricular and pedagogic concerns of the disciplines; helping staff to develop as scholars in the teaching of their discipline; for some staff to develop careers in the teaching of their discipline; and for educational developers to work with disciplinary organizations to promote discipline‐based teaching initiatives.
Article
Discussion about the nexus between research and teaching in higher education has so far tended to take place at a generic level, with comparatively little attention paid to the significance of subject-based variations. Drawing on an educational development project involving four UK universities, the article considers the research–teaching nexus from the standpoint of the built environment disciplines. It reviews some ideas about the nature and meaning of research, and draws attention to key differences in the modes of knowledge production employed in practice-oriented fields, such as the built environment disciplines, and other fields. It addresses the notion of research-led and research-based teaching and learning, and elaborates on the range of ways in which knowledge production and student learning can be brought together.
Article
This article reports an investigation of undergraduate motivation to learn. A Likert-type rating scale measure of motivation incorporated the general motivational dimensions identified by previous investigators, as well as a systematic theoretical framework that is more novel, and attempts to acknowledge the role of discipline-specific factors in motivation to learn. The motivation questionnaire was evaluated by measuring its success in explaining the academic achievement of biology, history, computing, planning, anthropology, geology, food science and nutrition, and education students (n = 380) in standard university assessments. The findings reveal that student performance is better explained by within- than across-discipline indexes of motivation, probably because some types of motivation lead to success in some disciplines but failure in others. Furthermore, items based on the theoretical framework developed to underpin the questionnaire (which distinguishes outcome from process incentives) were also found to explain more variation in student performance than general motivation items. Some practical implications of the findings are considered.
Article
A review of various models of the relationship between research and teaching in universities is presented, and the evidence necessary to assess each model is outlined. A meta-analysis of 58 studies demonstrates that the relationship is zero. Suggestions for future directions are provided, and it is argued that a major goal could be to adopt strategies that enhance the relationship between research and teaching.
Linking teaching and research through research-based learning
  • P Blackmore
  • G Cousin
Blackmore, P. and Cousin, G. (2003) Linking teaching and research through research-based learning, Educational Developments, 4(4): 24-7.
Scholarship Revisited. Princeton University NJ: Carnegie Foundation for the Advancement of Teaching
  • E L Boyer
Boyer, E. L. (1990) Scholarship Revisited. Princeton University NJ: Carnegie Foundation for the Advancement of Teaching.
Intellectual curiosity: a catalyst for the scholarships of teaching and learning and educational development
  • L Breslow
  • L Drew
  • M Healey
  • B Matthew
  • L Norton
Breslow L., Drew L., Healey M., Matthew B. and Norton L. (2004) Intellectual curiosity: a catalyst for the scholarships of teaching and learning and educational development, in E.M. Elvidge (ed.) Exploring Academic Development in Higher Education: Issues of Engagement. Cambridge: Jill Rogers Associates.
A cybernetic systems model of teaching and research production: impact of disciplinary differences, paper presented at Research and Teaching: Closing the Divide? An International Colloquium, Marwell Conference Centre
  • C L Colbeck
Colbeck, C. L. (2004) A cybernetic systems model of teaching and research production: impact of disciplinary differences, paper presented at Research and Teaching: Closing the Divide? An International Colloquium, Marwell Conference Centre, Winchester, 17-19 March. Available at: www.solent.ac.uk/r&t_conference accessed 13 August 2004.
Biomedical issues of HIV/AIDS, Science Education for New Civic Engagements and Responsibilities Model Series
  • M Devanas
Devanas, M. (2001) Biomedical issues of HIV/AIDS, Science Education for New Civic Engagements and Responsibilities Model Series 2001. Available at: http://www.aacuedu.org/SENCER/pdfs/Models_Print_Web_2004/HIV_Model.pdf accessed 13 August 2004.
The Disciplines Speak: Rewarding the Scholarly, Professional, and Creative work of Faculty
  • R M Diamond
  • B A Adam
Diamond, R. M. and Adam, B. A. (eds) (1995) The Disciplines Speak: Rewarding the Scholarly, Professional, and Creative work of Faculty. Washington: American Association for Higher Education.
Research and teaching: what are the real relationships? Teaching in Higher Education
  • L Elton
Elton, L. (2001) Research and teaching: what are the real relationships? Teaching in Higher Education, 6(1): 43-56.
Learning by Doing: A Guide to Teaching and Learning Methods. London: Further Education Unit
  • G Gibbs
Gibbs, G. (1988) Learning by Doing: A Guide to Teaching and Learning Methods. London: Further Education Unit. Available at: www.glos.ac.uk/gdn/gibbs/index.htm accessed 13 August 2004.
Are the pedagogies of the discipline really different?
  • G Gibbs
Gibbs, G. (2000) Are the pedagogies of the discipline really different?, in C. Rust (ed.) Proceedings of the 1999 7th International Symposium Improving Student Learning: Improving Student Learning Through the Discipline. Oxford: Oxford Centre for Staff and Learning Development, Oxford Brookes University.
Rigour versus relevance, research versus teaching? Evidence from business and management studies. Paper presented to Society for Research into Higher Education Annual Conference: Research, Scholarship and Teaching: changing relationships? 16
  • J Harrington
  • C Booth
Harrington, J. and Booth, C. (2003) Rigour versus relevance, research versus teaching? Evidence from business and management studies. Paper presented to Society for Research into Higher Education Annual Conference: Research, Scholarship and Teaching: changing relationships? 16-18 December 2003, Royal Holloway, University of London.
The scholarship of teaching: issues around an evolving concept
  • M Healey
Healey, M. (2003) The scholarship of teaching: issues around an evolving concept, Journal on Excellence in College Teaching, 14(1/2): 5-26.
The student experience of research and consultancy
  • M Healey
  • F Jordan
  • B Pell
  • C Short
Healey, M., Jordan, F., Pell, B. and Short, C. (2003) The student experience of research and consultancy, SEDA-Society for Research into Higher Educational Joint Conference on The Scholarship of Academic and Staff Development: Research, Evaluation and Changing Practice, Bristol, 9-11 April 2003.
Engaging Students in Active Learning: Case studies in geography, environment and related disciplines
  • M Healey
  • J Roberts
Healey, M. and Roberts, J. (eds) (2004) Engaging Students in Active Learning: Case studies in geography, environment and related disciplines. Cheltenham: Geography Discipline Network and School of Environment, University of Gloucestershire.
Introducing enquiry-based teaching methods in literary studies
  • W Hutchings
  • K O'rourke
Hutchings, W. and O'Rourke, K. (2001) Introducing enquiry-based teaching methods in literary studies, in Critical Encounters: Scholarly Approaches to Learning & Teaching, Continuing Professional Development Series 6. York: Higher Education Academy. Available at: http://www.heacademy.ac.uk/profdev/case_study6.pdf accessed May 2005.
Linking Research and Teaching in Departments. York: LTSN Generic Centre. Available at: www.ltsn.ac.uk/application
  • A Jenkins
  • R Zetter
Jenkins, A. and Zetter, R. (2003) Linking Research and Teaching in Departments. York: LTSN Generic Centre. Available at: www.ltsn.ac.uk/application.asp?app=resources.asp&process=full_record&section=generic &id=257 accessed 13 August 2004.
Geography as a site of colearning: re-linking research and teaching. Available at: www.gees.ac.uk/iguevent.htm#olps accessed 15
  • R Le Heron
  • The Linking
Le Heron, R. and the Linking Research & Teaching Group (2004) Geography as a site of colearning: re-linking research and teaching. Available at: www.gees.ac.uk/iguevent.htm#olps accessed 15 August 2004.
Linking Research and Teaching. Available at: www.ltsn.ac.uk/genericcentre/index.asp?id=17235 accessed 13
  • Ltsn
LTSN (2004) Linking Research and Teaching. Available at: www.ltsn.ac.uk/genericcentre/index.asp?id=17235 accessed 13 August 2004.