Academics' perceptions of the purpose of undergraduate research experiences in a research-intensive degree

Wilson, Anna; Howitt, Susan; Wilson, Kate; Roberts, Pamela

doi:10.1080/03075079.2010.527933

Cited by 34 publications

(22 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Wilson et al . () argued that the inclusion of research‐focused elements in undergraduate programmes not only provides a means to provide graduates with important generic skills but also offers an opportunity to integrate research and teaching activities.…”

Section: Literature Reviewmentioning

confidence: 99%

Research–teaching yin–yang? An empirical study of accounting and finance academics in Australia and New Zealand

Hancock

Marriott

Duff

2017

Accounting & Finance

View full text Add to dashboard Cite

This article uses a survey to explore relations between teaching and research of accounting and finance academics in Australia and New Zealand (ANZ). Previous research on the relationship between research and teaching is inconclusive. Two recent studies consider research-teaching relations in the accounting discipline in South Africa and the United Kingdom (UK). This investigation extends work undertaken in the UK to ANZ. Contrary to expectations, research-active faculty see little merit in integrating research with teaching, while more junior and teaching-oriented faculty do. In addition, the empirical model underlying the teaching-research Gestalt is remarkably similar to both ANZ and the UK.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Research–teaching yin–yang? An empirical study of accounting and finance academics in Australia and New Zealand

Hancock

Marriott

Duff

2017

Accounting & Finance

View full text Add to dashboard Cite

show abstract

“…This is entirely consistent with observations made elsewhere that such linkages "do not necessarily occur naturally" and that even in a research-intensive university, supervisors may have a tendency to be reticent about reading the "program description or guidelines". (Jenkins et al, 2007;Wilson, Howitt, Wilson, & Roberts, 2011) In particular, while the establishment of research-teaching linkages was identified by the Scottish Quality Assurance Agency during 2006 -2008 as one of their Quality Enhancement Themes for improving graduate attributes, the need remains for communicating the rationale behind this venture to subject specialists, including clinical practitioners within professionally orientated disciplines. There is also an onus on course organizers of short-term research projects to include related information in study guides, induction packs and other supervisory training materials, with a particular emphasis on the role of the supervisor as educator.…”

Section: Discussionmentioning

confidence: 99%

Research-Teaching Linkages: Beyond the Divide in Undergraduate Medicine

MacDougall

2012

ij-sotl

View full text Add to dashboard Cite

This survey-based study investigates the plausibility of the existence of a research-teaching nexus specifically within the context of supervised senior undergraduate medical student research. This particular nexus is defined in terms of benefits to teaching arising a) directly, through the supervisor designing the research environment as a pedagogical tool to enhance student learning and b) indirectly, through curriculum revisions arising from student research. Informed by the writings of Marcia B. Baxter Magolda and Ron Barnett, survey questions were designed to measure evidence for higher forms of learning and preparation for a supercomplex world. Supervisors were also invited to reflect on curriculum re-design as a product of student research. The study findings confirm the potential of supervised student research as an effective pedagogical tool in medical education. Nevertheless, there is scope for developing a more cohesive research-teaching nexus through improving supervisor training to provide the necessary rationale for mainstreaming student research. KeywordsMainstreaming of research, Research-teaching linkages, Supercomplexity, Transitional learning, Short-term research, Undergraduate medical students Creative Commons LicenseThis work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License. Research-Teaching Linkages: Beyond the Divide in Undergraduate MedicineMargaret MacDougall University of Edinburgh Medical School Edinburgh, Scotland, United Kingdom Margaret.MacDougall@ed.ac.uk Abstract This survey-based study investigates the plausibility of the existence of a researchteaching nexus specifically within the context of supervised senior undergraduate medical student research. This particular nexus is defined in terms of benefits to teaching arising a) directly, through the supervisor designing the research environment as a pedagogical tool to enhance student learning and b) indirectly, through curriculum revisions arising from student research. Informed by the writings of Marcia B Baxter Magolda and Ron Barnett, survey questions were designed to measure evidence for higher forms of learning and preparation for a supercomplex world. Supervisors were also invited to reflect on curriculum re-design as a product of student research. The study findings confirm the potential of supervised student research as an effective pedagogical tool in medical education. Nevertheless, there is scope for developing a more cohesive research-teaching nexus through improving supervisor training to provide the necessary rationale for mainstreaming student research.

show abstract

“…De acuerdo a lo planteado por la literatura, las universidades de investigación tienen retos importantes, los cuales se deberían enfocar en capitalizar su experiencia y beneficiarse del nexo enseñanza-investigación, proporcionando a sus estudiantes experiencias de investigación (WILSON et al, 2012), que le permita a la universidad permanecer enfocada en la creación y diseminación de conocimiento y al mismo tiempo fortalecer su autonomía institucional (ARAI et al, 2007); para de esta forma poder asumir los diferentes y nuevos desafíos que propone el desarrollo económico.…”

Section: Futuro Y Retos De La Investigaciónunclassified

“…De acuerdo al reporte de Boyer (WILSON et al, 2012), los estudiantes de pregrado deberían participar en tantos procesos de investigación como sea posible, atado a la creencia y percepción de que la enseñanza y la investigación pueden mejorar las experiencias de aprendizaje de los estudiantes.…”

Section: Futuro Y Retos De La Investigaciónunclassified

Percepción y conocimiento de los docentes universitarios sobre los procesos investigativos universitarios:estudio de caso

et al. 2017

View full text Add to dashboard Cite

IV ResumenDentro de las tareas que tienen actualmente las universidades e instituciones de educación superior está la de fortalecer los nexos entre la enseñanza y la investigación, promoviendo en los estudiantes y docentes el interés por la generación de conocimiento desde las aulas y los diferentes espacios destinados para ello. El objetivo de la presente investigación es el de conocer las percepciones de los docentes en cuanto a los procesos de investigación llevados a cabo por la Universidad, desde la participación de los mismos docentes y estudiantes. A través de la aplicación de entrevistas a profundidad a docentes de la Facultad de Ciencias Económicas y Administrativas de Uniminuto, se pretendió indagar sobre aspectos como: conocimiento, promoción, percepción, expectativa y motivación, en cuanto a dichos procesos de investigación. Los principales puntos extraídos del análisis de estas encuestas recaen en la falta de divulgación de estos procesos y la falta de brindar motivación por parte de las directivas de la universidad, hacia los diferentes miembros de la comunidad universitaria. Además, fue posible evidenciar un problema dentro de la institución en cuanto a la insatisfacción de las expectativas que los profesores y estudiantes tienen sobre los procesos investigativos; lo cual lleva a que sea necesaria una reestructuración y un enfoque diferente de algunas líneas, complaciendo así la petición más común, orientada hacia la apertura del conocimiento al exterior y el compartir con otras comunidades investigativas del país y del extranjero de ser posible. Palabras claveEnseñanza -Procesos de investigación -Universidad -Generación de conocimiento.

show abstract

Academics' perceptions of the purpose of undergraduate research experiences in a research-intensive degree

Cited by 34 publications

References 17 publications

Research–teaching yin–yang? An empirical study of accounting and finance academics in Australia and New Zealand

Research–teaching yin–yang? An empirical study of accounting and finance academics in Australia and New Zealand

Research-Teaching Linkages: Beyond the Divide in Undergraduate Medicine

Percepción y conocimiento de los docentes universitarios sobre los procesos investigativos universitarios:estudio de caso

Contact Info

Product

Resources

About