The Relationship between Teaching and Research: Where does geography stand and deliver?

Quality Instruction as a Motivating Factor in Higher Education

“…This practice is not motivating to students in higher education. Students in higher education generally think that the use of research makes their learning more authentic, increases their credibility of information received and their motivation to learn through discovery as well as ensures that their knowledge is up to date (Breen & Lindsay, 1999;Jenkins, 2000;Lindsay, Breen, & Jenkins, 2002). Therefore, instructors in higher education should be encouraged to embark on research activities that are relevant to their teaching.…”

Linking research, teaching and learning within the discipline Evaluating student learning through real life research in sports development

“…The importance of the discipline context has been recognised by authors such as Jenkins (2000), who argued this based on the different nature of knowledge construction that exist across disciplines, the different research methods used and their different communities of practice (Lave & Wenger, 2001). There are a number of publications that explore researchteaching nexus within the subject areas of geography and the environment (e.g., Griffiths, 2004;Healey, 2005a;Hill, Woodland, & Spalding, 2004;Jenkins, 2000).…”

“…There are a number of publications that explore researchteaching nexus within the subject areas of geography and the environment (e.g., Griffiths, 2004;Healey, 2005a;Hill, Woodland, & Spalding, 2004;Jenkins, 2000). Healey pointed to the multi-and inter-disciplinary nature of geography and the different research methods and paradigms used.…”

“…As Brew (1999) argued, it may be when academics or researchers see their activities as parallel to the experiences of students as inquiry based learners, and facilitate student involvement in research-like processes, that the impact of research on effective learning can be facilitated. Jenkins (2000) further suggested that in order to facilitate learning, "as teachers we need to move radically away from the traditional lecture and forms of assessments to methods that mirror the research processes (in our discipline)" (p. 333). This paper explores one way of developing learning through taking a student-centred approach and engaging students in active participation in evaluation research processes within the context of sports development.…”

Commentary: Working Across Distant Spaces: Connecting Participatory Action Research and Teaching

“…For many geographers, teaching and research take place in separate spaces. The teaching/research nexus may be a "complex and contested relationship" (Healey, 2005, 195), but the links are often weak (Jenkins, 2000), the relationship predominantly one-way (Healey, 2005) and, in many countries, the dichotomy between them is growing (LeHeron et al, 2006). Some of the best teaching is informed by others' research and our own; sometimes we talk about a two-way flow where students' engagement with our research material (or the simple act of having to distil it) enriches our thinking when we are back in research mode.…”