The Teaching-Research Nexus: Perceptions of Exchange Students in the United States and United Kingdom

Griffiths, Barry J.

doi:10.20429/ijsotl.2018.120204

Cited by 4 publications

(2 citation statements)

References 24 publications

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“…Undergraduate students are in fact, widely known to think highly of research [10]. However, the year group where an RTN has been integrated the most is the undergraduate final year.…”

Section: What Activities Are Commonly Used To Integrate Teaching and ...mentioning

confidence: 99%

The Design and Development of an Institutional Digital Toolkit to Enhance Research Teaching Integration

Floyd¹,

Bond²,

McChesney³

2022

ICERI2022 Proceedings

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A research-teaching nexus (RTN) involves integrating research and teaching, with the benefits being increasingly recognised by universities. There exists a myriad of contextual factors that impact successful RTN integration. This is further complicated as many RTN models and frameworks are theoretical, lacking empirical evidence, or practical pedagogic support tools [1][2][3][4]. Those models and frameworks which are practical e.g., Connected Learning at University College London [5] tend to be customised to the institution(s) where they are used. Consequently, this paper reports on how a survey study conducted at Ulster University helped to understand the perception and practice of academics at Ulster, identifying limitations, challenges and conceptual misunderstandings. This analysis led to the development of a practical RTN toolkit, emphasising the opportunities for active and enquiry-based learning, the resulting RTN benefits for students' skills development, and practical suggestions for how academics (specifically early career academics) can achieve this research teaching integration. This became the basis of the design and development of a customised digital toolkit, responding to the gap in RTN practical pedagogic support for academics. This toolkit is now freely available online as an interactive PDF [6]. It provides more practical information, expanding primarily upon Healey's types of RTN [7], and has been informed and customised by studying the literature, survey findings (from Ulster academics), and case studies collected at Ulster University. The toolkit identifies RTN Activities, that are organised along a spectrum of passive-to-active student engagement, the RTN Competencies that can be developed amongst students by engaging in these activities, and a series of RTN Checklists to design and inspire RTN decision making. This toolkit has been piloted with academics from a range of disciplines with positive feedback. Early findings confirm that, for even experienced academics, it has helped to clarify conceptual understanding and led to new ideas for strengthening research teaching integration. This research contributes to the knowledge base on RTNs, providing a practical RTN case study at a large university, which is of relevance to universities with vested interests in strengthening the impact of research teaching integration for both academics and students.

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“…Undergraduate students are in fact, widely known to think highly of research [10]. However, the year group where an RTN has been integrated the most is the undergraduate final year.…”

Section: What Activities Are Commonly Used To Integrate Teaching and ...mentioning

confidence: 99%

The Design and Development of an Institutional Digital Toolkit to Enhance Research Teaching Integration

Floyd¹,

Bond²,

McChesney³

2022

ICERI2022 Proceedings

View full text Add to dashboard Cite

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“…In another study conducted at a university, students were found to have made negative perceptions towards research. Breen and Lindsay (1999) in a study conducted at Oxford Brookes University conclude, "negative perceptions of research are often formed by students less willing to interact with academic staff" ( as cited in Griffiths, 2018).…”

Section: Student Perceptions Of the Teaching-research Nexusmentioning

confidence: 99%

Teaching – research nexus in higher education management: An overview

Sharma¹

2021

Indonesian JELT

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This paper aims to critically review the nexus between teaching and research in higher education. This study investigates the issue such as why universities and policy makers are calling for stronger integration of teaching and research in spite of a considerable tensions among researchers, scholars, and all the concerned with regard to teaching-research nexus. The researcher argues that symbiotic relationship between teaching and research should be perceived and treated accordingly by academics, students, and policy makers to fully promote quality education in terms of creating new knowledge and contributing to the local and global community. The research approach adopted in this study includes views, reviews, and critics put forward in different literature. The findings suggest that the nature of teaching-research relationship is not always a clear cut one. The paper concludes that despite varied relationship between teaching and research, a positive nexus between teaching and research is more common and therefore, teachers, academic staffs, and policy makers should pay a critical attention to a symbiotic relationship between teaching and research.

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Curating cognition in higher degree art education

Heaton

2023

Research in Education

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This article shares research, an empirical psychological case study, about cognition in higher degree art education. It proposes cognitive curation as a concept and practice that can develop knowledge and learning autonomy in and beyond the academy. Informed by the autoethnographic stories, interviews, and artworks of three academic art educators, this article’s research demonstrates how cognition and its curation can manifest and develop in the teaching, research, and practice of higher degree art education. Open coding and framework alignment (cognitive, nexus orientated and visual) helped understand, locate, and exemplify cognition and curation in the research. Informed by the data, this article acknowledges how movement, identities, and frameworks, as learning strategies, can help facilitate cognition and cognitive curation. Cognitive curation provides means to responsibly form and follow learning, it is consequently relevant to the arts, education, and life. Art education’s cognitive value is often questioned, this article dialogically contributes to the defense of its cognitive integrity whilst foregrounding cognitive curation.

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The Teaching-Research Nexus: Perceptions of Exchange Students in the United States and United Kingdom

Cited by 4 publications

References 24 publications

The Design and Development of an Institutional Digital Toolkit to Enhance Research Teaching Integration

The Design and Development of an Institutional Digital Toolkit to Enhance Research Teaching Integration

Teaching – research nexus in higher education management: An overview

Curating cognition in higher degree art education

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