Relationships Between Teaching and Research in Higher Education in England

Coate, Kelly; Barnett, Ronald; Williams, Garrath

doi:10.1111/1468-2273.00180

Cited by 153 publications

(125 citation statements)

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“…When the research focuses on topics that are relevant to the content of those courses, the faculty members can incorporate evidence from their own and their colleagues' research into the course content [10], [11]. In conclusion, researchers view that doing research is helpful in building a variety of competencies in teachers such as improving cognitive capacities, forcing rigorous in thinking and to be able to apply the principles of science and logic [8], [30], [31]. And the same competencies can be transmitted to students.…”

Section: International Journal Of Information and Education Technologmentioning

confidence: 99%

Achieving an Appropriate Balance between Teaching and Research in Institutions of Higher Education: An Exploratory Study

Khan¹

2017

IJIET

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Abstract-Achieving an appropriate combination of teaching and research as the two key elements of education offered by the institutions of higher education in the world has been and is a challenging task for the educational leadership and policy makers. Therefore, this paper is dedicated to analyze the existing theories of teaching and research integration with a purpose of: diagnosing the pros and cons of teaching and research integration; identifying implications associated with the education model based on teaching and research integration for the institutions of higher education; and finally, presenting certain specific recommendations for the institutions of higher education to achieve a better combination between teaching and research activities. The paper"s findings suggest that a balanced combination of teaching and research activities affects positively the overall education quality and standards. Nonetheless, in order to create optimal conditions for such a balanced and strategic integration between these two different but interdependent educational activities the institutions of higher education must demonstrate a strong academic and research leadership, commit all the required resources, show operational flexibility, and last but not least, build supportive institutional culture.Index Terms-Balance between research and teaching, Benefits of research and teaching integration, pedagogy, research and teaching integration models.

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Section: International Journal Of Information and Education Technologmentioning

confidence: 99%

Achieving an Appropriate Balance between Teaching and Research in Institutions of Higher Education: An Exploratory Study

Khan¹

2017

IJIET

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“…As such, curriculum design should emphasize the integration of research and teaching to the extent that they become complementary in enhancing students' learning experiences (Bazeley, 1999;Coate, Barnett, & William, 2001). Lewis Elton (2001, p. 54) also postulates that "the real locus of the teaching-research link does not [necessarily] lie in teachers or even in learners, but in the curriculum process-to be interpreted in the widest sense i.e.…”

Section: Research and Teaching In Higher Educationmentioning

confidence: 99%

Developing Capacity for Research and Teaching in Higher Education: A Case of Makerere University

Mugimu

Nakabugo

Katunguka

2013

WJE

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Research and teaching are key pillars in higher education. This article examines the factors associated with the current faculty research and teaching agenda at Makerere University (MU) and explores the realities of ongoing capacity building for faculty in research and teaching. This research was guided by the following questions: What motivates faculty to engage in research and teaching? What contextual factors surround research and teaching capacity of faculty? What strategies are used to enhance the capacity of faculty in research and teaching? We utilized the Motivation System Theory (MST) as a lens to enable us better understand faculty' engagement in research and teaching. The study used mixed methods involving both quantitative and qualitative. The quantitative methods involved the use of a self-administered survey executed to the faculty. The qualitative methods involved in-depth interviews, gathering of faculty personal CVs and relevant documents from the MU website. To analyze and interpret qualitative data we used comparative approach to establish themes arising from the qualitative responses and portions of the questionnaire across the respondents. The key findings of this study revealed that the faculty of science-related disciplines were more productive (in terms of research, consulting work, completing PhDs) compared to their counterparts in the humanities. Furthermore, most of the faculty members perceived inadequate funding, heavy workloads, and poor motivation as being the major constraints to their research efforts and teaching. It was concluded that there was need to build a sustainable local capacity of faculty in terms of research and teaching.

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“…A frequently reported problem affecting the realisation of a strong linkage between research and teaching is the presence of limiting pre-conditions, especially the preference given to research over teaching. This comes to light, for instance, in reward systems and time allocation problems, as research time is frequently subordinated to teaching time (Coate, Barnett, & Williams, 2001;Colbeck, 1998). The classifications discussed investigated not only authors' or academics' preferred linkages, but also included those that they view less favourably.…”

Section: Aim Of the Studymentioning

confidence: 99%