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

, School of Agriculture and Food Science, Ireland ; , , School of Public Health, Ireland ; , School of Agriculture Food and Rural Development, United Kingdom ; , School of Medicine, Ireland

Learning and Instruction Volume 60, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

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.

Citation

Brennan, L., Cusack, T., Delahunt, E., Kuznesof, S. & Donnelly, S. (2019). Academics’ conceptualisations of the research-teaching nexus in a research-intensive Irish university: A dynamic framework for growth & development. Learning and Instruction, 60(1), 301-309. Elsevier Ltd. Retrieved March 28, 2020 from .

This record was imported from Learning and Instruction on March 15, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2017.10.005

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