Journal
LEARNING AND INSTRUCTION
Volume 60, Issue -, Pages 301-309Publisher
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.learninstruc.2017.10.005
Keywords
Research-teaching linkages; Qualitative study; Research intensive university; Academic faculty; Research-teaching nexus
Funding
- UCD Fellowship in Teaching and Academic Development
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The interdependent relationship between research and teaching is at the heart of research-intensive universities. In the present study, an initial electronic quantitative survey was undertaken following which, we performed 28 in-depth, semi-structured interviews amongst a cross-section of faculty in a research intensive Irish university to capture how faculty conceptualise the relationship between research and teaching. Our qualitative analysis revealed a dynamic framework with three interacting phases: 1) teaching is enhanced by research 2) learning research skills and competencies; and 3) student engagement with research practice. These themes contribute to the development of the student as a researcher and the implicit vision of the research-intensive university as a `community of scholars' where teaching enhances research and research enhances teaching. The perceived benefits of teaching on research provides a new insight into the research and teaching nexus from which the opportunity exists to foster these approaches and develop institutional policy to grow and sustain the research-teaching interactions.
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