Academics' conceptualisations of the research-teaching nexus in a research-intensive Irish university: A dynamic framework for growth & development

被引:15
作者
Brennan, Lorraine [1 ]
Cusack, Tara [2 ]
Delahunt, Eamonn [2 ]
Kuznesof, Sharron [3 ]
Donnelly, Suzanne [4 ]
机构
[1] Univ Coll Dublin, Sch Agr & Food Sci, Dublin, Ireland
[2] Univ Coll Dublin, Sch Publ Hlth Physiotherapy & Sports Sci, Dublin, Ireland
[3] Univ Newcastle, Sch Agr Food & Rural Dev, Newcastle Upon Tyne NE1 7RU, Tyne & Wear, England
[4] Univ Coll Dublin, Sch Med, Dublin, Ireland
关键词
Research-teaching linkages; Qualitative study; Research intensive university; Academic faculty; Research-teaching nexus; PERCEPTIONS; STUDENT;
D O I
10.1016/j.learninstruc.2017.10.005
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
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.
引用
收藏
页码:301 / 309
页数:9
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