Reshaping Teaching in Higher Education: Linking Teaching with Research

By Alan Jenkins; Rosanna Breen et al. | Go to book overview

2

What research and scholarship tell us about teaching-research relationships in higher education

The strongest policy claim that derives from this Meta analysis is that universities need to set as a mission goal the improvement of the nexus between research and teaching. The goal should not be publish or perish, or teach or impeach, but we beseech you to publish and teach effectively. The aim is to increase the circumstances in which teaching and research have occasion to meet, and to provide rewards not only for better teaching or for better research but also for demonstrations of the integration between teaching and research.

(Hattie and Marsh, 1996:533; emphasis added)

This book is designed to enhance the linkages between teaching and research. Enhancing that linkage (whether our focus is on the individual academic designing a course or at the level of the whole institution) must recognize that the considerable research evidence challenges the view that there is a natural positive relationship between staff research and student learning. In this chapter we briefly review that evidence, to draw out implications for those of us who wish to increase the positive linkages. The chapter is organized as follows:
• We start by presenting statements of belief and institutional purpose that assert the existence of close positive interconnections between teaching and research.
• In analysing this issue we point to the importance of defining how we model the relationships, and how we conceive both teaching and research. The level of analysis is considered (eg do we study the linkage at the level of the individual academic or say at the level of the course team), as is how institutions and national systems are funded and managed.

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