A questionnaire to compare lecturers’ and students’ higher education research integration experiences

Abstract

Students and lecturers share educational experiences, each in their role: Students as part of their learning context and lecturers as part of their work environment. But how much of their experiences are similar? A questionnaire was developed to provide insight into the experiences of research integration of undergraduate students (N = 2,336) and lecturers (N = 379). For measurements, the Research Attitudes in Vocational Education Questionnaire (RAVE-Q), and Experience in Research Integration scale were applied to the student survey design. For lecturers, all items of the student surveys were rephrased into items related to lecturers' perceptions of their students' attitudes and experiences. The findings show that students and lecturers share perceptions about the role of research in their related vocational field and about research integration. However, important cognitive and affective differences were found between students and lecturers regarding research practice. Implications for further research and educational design will be discussed.

Changes in Perceptions of Research Integration

“…Earlier publications on research integration have not often resulted in measurement instruments comparing lecturer and student perspectives and experiences. Griffioen's (2020) study shows that students and lecturers shared perceptions about the role of research in their related vocational field and about research integration. However, important cognitive and affective differences were found between students and lecturers regarding students' research practice.…”

“…There was no significant overrepresentation or underrepresentation of specific disciplines. The qualitative data applied in this chapter is a subset of a mixed methods research project focused on the interaction between research integration in education and students' intended research behaviour in vocationally oriented higher education (see also Griffioen, 2019a;Griffioen, 2019bGriffioen, , 2020.…”

“…Institutional change in higher education affects -and is affected by -a number of groups of stakeholders, such as students, lecturers, future employers of students, supporting staff and managers. Moreover, and following Jenkins and Healey's (2005) work on research integration in universities, this change should take place on different levels: from policymakers' and managers' decisions on the pace of implementing change (Griffioen, Doppenberg, & Oostdam, 2017) to developing practical guidelines for collaborative curriculum designs (Griffioen, 2020). More than other stakeholders, lecturers and students are the embodiment of the integration of research and teaching in higher-education institutions.…”

“…It is particularly in their teaching and learning interactions within the lecture hall, the classroom or the labs that students' research skills, as well as their attitudes towards research are developed, and that lecturers potentially translate and reshape their own research into curricular content. Students and lecturers share educational experiences, but their perceptions of such experiences might be very dissimilar (Griffioen, 2020). The interaction between lecturers and students is 'two-way traffic': Higher education institutions form a dynamic and hybrid context in which different conceptions of what research entails, why research is important and what the expectations are of the relationship between research, education and future employment mingle.…”

Research-informed teaching for assessing BIM courses during COVID-19 and beyond

“…This is evidenced byHeng et al (2022) who argued that academics in developing countries do not understand research and research-teaching nexus. Earlier studies had argued that the state of whether "research-informed teaching" should be embedded into curricula has long passed(Griffioen, 2020). The author (i.e., Griffioen) argued that the burning question now is "how and how far to integrate" research-informed teaching into curricula.…”