Students making progress and the ‘research‐teaching nexus’ debate

McLean, Monica; Barker, Hannah

doi:10.1080/1356251042000252354

Cited by 37 publications

(32 citation statements)

References 29 publications

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“…In the intangible nexus, the more tacit, not directly observable forms of integration of research and teaching are grouped, such as creating an inquisitive research climate, fostering an innovative atmosphere, or stimulating the development of students' research dispositions. Intangible elements have often been denoted by teachers and by educational researchers as relevant elements of learning to do research, but few researchers (McLean and Barker 2004;Elen et al 2007;Elen and Verburgh 2008) have addressed the relation between these intangible elements of the research-teaching nexus and students' experiences of courses.…”

Section: Tangible and Intangible Nexus Between Research And Teachingmentioning

confidence: 99%

A questionnaire to capture students’ perceptions of research integration in their courses

2015

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Using a variety of research approaches and instruments, previous research has revealed what university students tend to see as benefits and disadvantages of the integration of research in teaching. In the present study, a questionnaire was developed on the basis of categorizations of the research-teaching nexus in the literature. The aim of the Student Perception of Research Integration Questionnaire (SPRIQ) is to determine the factors that capture the way students perceive research integration in their courses. The questionnaire was administered among 221 students from five different undergraduate courses at a research intensive university in The Netherlands. Data analysis revealed four factors regarding research integration: motivation, reflection, participation, and current research. These factors are correlated with students' rating of the quality of the course and with their beliefs about the importance of research for their learning. Moreover, courses could be distinguished in terms of research intensiveness, from the student perspective, based on the above-mentioned factors. It is concluded that the SPRIQ helps to understand how students perceive research integration in specific courses and is a promising tool to give feedback to teachers and program managers who aim to strengthen links between research, teaching, and student learning.

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Section: Tangible and Intangible Nexus Between Research And Teachingmentioning

confidence: 99%

A questionnaire to capture students’ perceptions of research integration in their courses

2015

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“…These benefits are also associated with the process of enriching teaching practice by including aspects of an academic's current research, or that of colleagues, in order to support student learning and one's teaching practice. Moreover, as stated by McLean and Barker (2004), students are, increasingly, becoming less able to gain from their teachers' research activity. Like Willetts (2013: 43), we believe we need to "revisit Robbins", call for "a cultural change back towards teaching" and realise that, above all, all academics involved in teaching are 'expert learners' helping 'novice learners' (Brew and Lucas, 2009;Brew, 1999: 297).…”

Section: Unveiling the (Un)intended Consequencesmentioning

confidence: 99%

“…As a result, academics have tended to be designated as 'mainly teachers' or as 'researchactive', whilst postgraduate students and part-time teachers are taken on in order to free fulltime academics for research and young academics are offered "teaching-only" temporary posts (McLean and Barker, 2004). In Australia, such performance expectations of academic staff have led many to cope with these demands by using discretionary funds to buy themselves out of teaching activities in order to create the time for research and publication (Smith and Smith, 2012).…”

Section: Unveiling the (Un)intended Consequencesmentioning

confidence: 99%

Growing separation between teaching/ learning and research – anticipating the impacts from REF 2014.

Cabral

Huet

2015

Compass

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Most quality assessment systems are based on an explicit separation of teaching/learning and research; however, in spite of their having enhanced both the organisation and quality improvement of each of these fields, they have also been contributing to a widening of the gap between the two and to the devaluation of teaching.The present study, developed in the UK, intends to provide some insights into the perceptions of former panel members, managers and academics, as they anticipate the impacts from REF 2014. Increasing pressure to achieve high-quality research has been leading institutions to hire the most prestigious researchers. Were there to be equivalent effort to achieve parity in the quality of teaching, this situation might be less worrying, for teaching does not currently enjoy the same investment; rather, its very inferiority is considered to have an even more negative impact on the development of new practices, as well as on student learning and support.

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“…In addition to teachers' beliefs, mediators that have had effects on academics' experience of the relationship between teaching and research include conceptions of research (Coate, Barnett, & Williams, 2001;Prosser, Martin, Trigwell, Ramsden, & Lueckenhausen, 2005) and of learning (McLean & Barker, 2004). For example, pressures to compartmentalize teaching and research, management strategies of academic staff time, and competition for funding have shaped the ways in which teaching and research can have an influence on each other.…”

Section: Barriers To Achieving a Balance Among Research Teaching Anmentioning

confidence: 99%

“…Enhancing and strengthening a positive, mutually beneficial relationship between teaching and research as inquiry is a core part of the identity of many academics (McLean & Barker, 2004). However, the nature, frequency, and strength of this link have often been limited to anecdotal rationalization with a recurring criticism that undergraduate education is perceived as less of a priority when compared to research and professional activities (Bok, 2006;Finkelstein, 2001).…”

Section: Literature Review Bringing Inquiry Into the Classroommentioning

confidence: 99%

Chemistry Professors' Perceptions of Undergraduate Learning

2018

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This study investigated 27 chemistry professors’ perceptions of learning in undergraduate education and their suggestions for adopting an inquiry-based pedagogical approach to teaching and learning. Semistructured interviews revealed that two thirds of participants perceived undergraduate learning in traditional ways such as the acquisition of basic facts in a discipline. One fifth perceived undergraduate education as an active way of learning, specifically taking advantage of existing opportunities for students to engage in research experiences. Four professors described learning as a balance between the roles undertaken by students and instructors, namely students becoming more involved in the process of asking questions. Suggestions on how to bring teaching and research closer together in undergraduate education included (a) seeking research opportunities, (b) providing authentic learning environments, (c) capturing students’ curiosity, and (d) varying teaching methods. Although some statements did not provide a specific practical suggestion about how to achieve an inquiry-based pedagogical approach in higher education, a beginning of change was observed among chemistry professors' perceptions of students’ roles toward one of active learning. Cette étude analyse les perceptions de 27 professeurs de chimie sur l’apprentissage dans l’enseignement au niveau du premier cycle ainsi que leurs suggestions pour adopter une approche pédagogique d’apprentissage fondé sur l’exploration. Des entrevues semistructurées ont révélé que les deux-tiers des participants percevaient l’apprentissage au niveau du premier cycle de manière traditionnelle, tel que l’acquisition de connaissances de base dans une discipline. Un cinquième d’entre eux percevaient l’enseignement au niveau du premier cycle comme une manière active d’apprendre, spécifiquement en profitant des opportunités existantes qui permettent aux étudiants de participer à des expériences de recherche. Quatre professeurs ont décrit l’apprentissage comme un équilibre entre les rôles joués par les étudiants et ceux joués par les instructeurs, c’est-à-dire les situations où les étudiants sont davantage impliqués dans le processus qui consiste à poser des questions. Des suggestions pour savoir comment rapprocher l’enseignement et la recherche dans l’enseignement au niveau du premier cycle comprennent : (a) rechercher des occasions de recherche, (b) fournir des environnements d’apprentissage authentique, (c) éveiller la curiosité des étudiants, et (d) varier les méthodes d’enseignement. Bien que certaines déclarations n’aient pas fourni de suggestions pratiques spécifiques sur la manière d’en arriver à une approche pédagogique d’apprentissage fondé sur l’exploration dans l’enseignement supérieur, un début de changement a été observé parmi les perceptions des professeurs de chimie sur les rôles des étudiants vers un apprentissage actif.

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Students making progress and the ‘research‐teaching nexus’ debate

Cited by 37 publications

References 29 publications

A questionnaire to capture students’ perceptions of research integration in their courses

A questionnaire to capture students’ perceptions of research integration in their courses

Growing separation between teaching/ learning and research – anticipating the impacts from REF 2014.

Chemistry Professors' Perceptions of Undergraduate Learning

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