Investigating the myth of the relationship between teaching and research in higher education: A review of empirical research

Verburgh, An; Elen, Jan; Lindblom‐Ylänne, Sari

doi:10.1007/s11217-007-9055-1

Cited by 62 publications

(35 citation statements)

References 41 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Humboldt was an influential Prussian philosopher in the eighteenthnineteenth centuries who suggested an educational concept that holistically combines research and education (Verburgh et al 2007). Often accepted as one of the best education ministers in modern history, he had a vision of a holistic education, Humboldtian Bildungsideal.…”

Section: The Adhesive Force: Learningmentioning

confidence: 99%

Shaping Higher Education with Students

2018

View full text Add to dashboard Cite

Our biggest thanks go to everyone in the student author and editorial teams. Coupled with a tremendous team spirit, their desire to make a difference in higher education is deeply moving. Our heartfelt gratitude also goes to all the academics who have served as our R=T Professors in the project. We thank them for their infectious passion for researchbased education and unyielding support to our student authors. Their exemplary approaches to student education are celebrated by their partner students in Section 2 of the book -as they have undeniably inspired our next generation of research-based educators.Apart from the R=T team, we would not have got to where we are without the support from other colleagues and students at UCL. We would like to thank Professor Dilly Fung for supporting the R=T initiative as part of the UCL Connected Curriculum and for her inspiring leadership of the UCL Arena Centre for Research-based Education. Other colleagues from the Arena Centre, particularly those from the Connected Curriculum and ChangeMakers teams, have given us their invaluable support throughout the project. Our special thanks go to Dr Paul Walker, who has given us some great advice on student-staff partnerships. We would also like to thank Howard Gossington and Kim Allen for their copyediting of the manuscripts, and to Patrick Robinson for his filming and editing of R=T video materials. The students and staff who participated in the Masterclasses, discussion events and focus groups have made the project a success by sharing their valuable experience and ideas. We are very grateful for their contribution to the initiative.Our gratitude goes to Dr Asma Buanz, who has kindly allowed us to use her beautifully created image for our book cover. The image shows crystals forming colourful chain link patterns on glass. The crystals themselves are the result of a mixture of two metastable polymorphs. Our book is all about connections -between students and staff and between research and teaching -and it is our hope that it will inspire many more ACknowlEdgEMEnTS vi such linkages at microscopic and macroscopic scales. Asma is herself a researcher and educator in the School of Pharmacy at UCL.Last but not least, we would like to thank Wahida Samie (Education & Campaigns Officer, Chair of the UCLU Board of Trustees, UCL Union, 2015-16), Professor Anthony Smith (UCL Vice-Provost for Education and Student Affairs), Professor David Price (UCL Vice-Provost for Research) and Professor Michael Arthur (UCL President and Provost) for their support for the R=T initiative. Their presence and sharing of precious ideas at the R=T Launch Event in November 2015 was not just a show of support to the initiative but also sent an all-too-important message to the institution and beyond that research-based education is indeed a truly cross-community student-staff partnership effort. Numbers of learners who enrolled in the first offering of our FutureLearn MOOC, and where they are based 268 Can students, like professional educationalists, shape higher ...

show abstract

Section: The Adhesive Force: Learningmentioning

confidence: 99%

Shaping Higher Education with Students

2018

View full text Add to dashboard Cite

show abstract

“…Öğretim ile aktif öğrenen, eleştirel ve yaratıcı düşünen öğrenciler yetiştirilmesi amaçlanmaktadır. Buradan hareketle öğretmenlik; bilginin aktarılması, etkili öğrenme gerçekleştirmeleri için öğrencilere rehberlik yapılması ve öğrencinin ahlaki ve entelektüel gelişimine katkıda bulunulması için yapılır (Verburgh et al, 2007).…”

Section: Gi̇ri̇ş Akademisyenlik Mesleğiunclassified

An evaluation of surveying (geomatics) engineering teaching staff's perspectives on the department, education and the relationships with students

Boztoprak¹,

Demir²,

Çoruhlu³

2017

HIG

View full text Add to dashboard Cite

ÖzBu çalışma, ülkemizde harita (geomatik) mühendisliği bölümü bulunan üniversitelerde görevli öğretim üyeleri ile öğrencilerinin bölüm, eğitim ve öğretim üyesi-öğrenci ilişkileri üzerine yapılan/yapılacak iki farklı araştırmadan ilkidir. Öğrenci sayısının, öğretim üyesi sayısından çok fazla olması nedeniyle anket çalışması daha uzun sürecektir. Bu nedenle öğretim üyelerine uygulanan anket formundan elde edilen sonuçların öncelikle sunulması düşünülmüştür. Araştırma kapsamında hazırlanan anketi harita (geomatik) mühendisliği bölümünde öğrencisi bulunan 20 üniversitenin 13'ünde görevli 39 öğretim üyesi eksiksiz doldurmuştur. Öğretim üyelerinin çoğunluğu bölüm isminin farklı olmasının karmaşaya sebep olduğunu, anlattığı dersin konularına hâkim olduğunu, dersi öğretebilme becerisini yeterli bulduğunu, ders içeriklerini güncel tuttuğunu, ders esnasındaki genel tutumunu pozitif bulduğunu düşünmektedir. Öğretim üyeleri güncel müfredat ve bilimsel ilerlemeleri takip ettiklerini, ders konularına hâkim olduklarını, uygun ölçme ve değerlendirme teknikleri kullandıklarını düşünmektedir. Öğretim üyeleri öğrenciler ile iletişim kurmaktan kaçınmadığını, öğrencilere anlayış ve yakınlık gösterdiğini, sınav sorularını, ders içeriği ile uyumlu hazırladığını düşünmektedir. Bu çalışmadan elde edilen sonuçlar, öğrenciler ile yapılan/yapılacak anketten elde edilecek sonuçlar ile kıyaslandığında daha anlamlı hale gelecektir. Anahtar Sözcükler: Öğretim üyesi, Öğretim üyesi-öğrenci ilişkisi, Harita (geomatik) mühendisliği ABSTRACTThis study is the first of two different studies that were done/are to be done on the department, education, and the relationship between teaching staff and students of the surveying (geomatics) engineering departments in Turkey. As the number of students exceeds the number of teaching staff, the survey study will be longer. For this reason, we wanted to first present the results gained from the survey form applied to teaching staff. A total of 39 faculty members from 13 universities out of 20 universities which have students in the department of Geomatics engineering completed in full the survey forms developed as part of the study. The majority of the teaching staff thought that a sort of chaos was created because the names of the departments differed. They also believed that they mastered the subjects they teach. In addition, they perceived their teaching skills as sufficient, kept the course content up-to-date and found their overall attitude in the classroom to be positive. They thought that they followed the current curriculum and the scientific developments, that they had a good command of the subjects they teach, and that they used convenient assessment and evaluation techniques. The teaching staff considered

show abstract

“…The challenges of promoting the synergy are compounded by the fact that at the managerial level, teaching and research are treated as distinct, whereas on the intellectual level, they are perceived to be synergistic (Taylor 2007 ;Coate et al 2001 ;Verburg et al 2007 ;Gottlieb and Keith 1997 ). As a result, the signifi cant benefi ts of research to teaching are not articulated and managed well in the universities.…”

Section: Research-teaching Nexusmentioning

confidence: 99%

Teaching and Research in Malaysian Public Universities: Synergistic or Antagonistic?

Azman

Pang

Sirat

et al. 2013

Teaching and Research in Contemporary Higher Education

View full text Add to dashboard Cite

The Malaysian higher education system has undergone many reforms in the last two decades. These reforms have had radical implications for all aspects of the professional lives of university academics, particularly in their teaching and research as well as in their relations with institutional governance, infrastructure and facilities and remuneration. This chapter briefly discusses the consequences of the changing university system and institutional environments for teaching and research in the Malaysian public universities. It then examines a set of available data from the 2007 CAP study to investigate how academics use their time for teaching and research and how they perceive the teaching and research nexus. This chapter explores aspects of teaching and research using several determinants-perception of teaching and research environment, workload and preference, teaching and research processes, perception of a nexus-and compares them by university type. Several implications particularly in relation to the institutional policies and practices are offered to provide support for the coexistence of research and teaching in the Malaysian public universities.

show abstract

Investigating the myth of the relationship between teaching and research in higher education: A review of empirical research

Cited by 62 publications

References 41 publications

Shaping Higher Education with Students

Shaping Higher Education with Students

An evaluation of surveying (geomatics) engineering teaching staff's perspectives on the department, education and the relationships with students

Teaching and Research in Malaysian Public Universities: Synergistic or Antagonistic?

Contact Info

Product

Resources

About