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The Teaching-Research Nexus

The Teaching-Research Nexus. Perceptions and Applications. Dr Susan Hellmundt Project Researcher. Project Background. A one-year staff development project funded by an ESDF grant. Focus groups and interviews conducted over a six-month period with academics in disciplines including:

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The Teaching-Research Nexus

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  1. The Teaching-Research Nexus Perceptions and Applications Dr Susan Hellmundt Project Researcher

  2. Project Background • A one-year staff development project funded by an ESDF grant. • Focus groups and interviews conducted over a six-month period with academics in disciplines including: • Nursing, Education, Commerce, Accounting, Maths and Statistics, Marketing, Geosciences, History, English • A paper presented at HERDSA conference resulted in an international network of academics. • A university-wide survey to be conducted shortly to promote understanding of the project. • A web site with stories and examples of best practice has been developed. The Teaching-Research Nexus

  3. What is research? The Teaching-Research Nexus

  4. What is teaching? The Teaching-Research Nexus

  5. What is scholarship? The Teaching-Research Nexus

  6. Key Questions • How do academics across a range of disciplines conceptualise research and teaching? • In what ways can research and teaching be linked? • Should the link be strengthened? • Is this link made explicit? • Do students understand what research is? The Teaching-Research Nexus

  7. Key Findings • The way teaching and learning is conceptualised impacts on the relationship between and the integration of teaching and research • When teaching and research are seen in terms of a process of inquiry to reach new understandings, then the relationship becomes strengthened (Brew, 1999) The Teaching-Research Nexus

  8. Four Levels of Conception • Conception One • Teaching and research are mutually incompatible activities and time spent on one reduces the attention to be spent on the other • Example • “There is no possibility because the nature of my research is so specialised, students would not understand it” The Teaching-Research Nexus

  9. Four Levels of Conception • Conception Two • Teaching is a means of transmitting new research knowledge andlecturers are enthusiastic about communicating their findings from cutting edge research • Example • Lecturers bring in examples, samples and experiences from their research • “The only way I can link my research is by bringing in my rock samples that I have collected on field studies trips” The Teaching-Research Nexus

  10. Four Levels of Conception • Conception Three • Lecturers model and encourage a research/critical inquiry approach to learning where students are encouraged to challenge and critique issues • Example • Students are all given the same research question and provided with necessary materials such as journal articles The Teaching-Research Nexus

  11. Four Levels of Conception • Conception Four • Teaching and research share a symbiotic relationship as a learning community. Research informs teaching and teaching impacts on research.  • Example • Students design their own research question, conduct literature searches, design data collection instruments, collate data and make recommendations about a real life issue. The findings are used to generate new research initiatives, for joint publications … The Teaching-Research Nexus

  12. What are your experiences? The Teaching-Research Nexus

  13. Recommendations for academic staff development at the University … a The Teaching-Research Nexus

  14. Opportunities for collaboration between universities … a The Teaching-Research Nexus

  15. Possible recommendations … • Give recognition awards for integrating research and teaching initiatives  • Establish an Office for undergraduate research that supports students by linking them with teams and generates new research initiatives  • Establish a committee to support initiatives to integrate teaching and learning • Establish links with industry and services that support undergraduate research initiatives • Time for the PVC Nexus? The Teaching-Research Nexus

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