Merging in a Seamless Blend: How Faculty Integrate Teaching and Research

Colbeck, Carol L.

doi:10.2307/2649212

Cited by 154 publications

(133 citation statements)

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“…A frequently reported problem affecting the realisation of a strong linkage between research and teaching is the presence of limiting pre-conditions, especially the preference given to research over teaching. This comes to light, for instance, in reward systems and time allocation problems, as research time is frequently subordinated to teaching time (Coate, Barnett, & Williams, 2001;Colbeck, 1998). The classifications discussed investigated not only authors' or academics' preferred linkages, but also included those that they view less favourably.…”

Section: Aim Of the Studymentioning

confidence: 99%

The ideal research‐teaching nexus in the eyes of academics: building profiles

Visser‐Wijnveen

Driel

Rijst

et al. 2010

Higher Education Research & Development

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Section: Aim Of the Studymentioning

confidence: 99%

The ideal research‐teaching nexus in the eyes of academics: building profiles

Visser‐Wijnveen

Driel

Rijst

et al. 2010

Higher Education Research & Development

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“…Several authors mention the student level as a serious influence on the potential relationships; at graduate level the ties are usually closer than at undergraduate level (Durning and Jenkins 2005;Neumann 1992;Smeby 1998;Zamorski 2002). However, on the basis of observations, Colbeck (1998) found that the purpose of teaching -i.e. classroom instruction or training students to conduct research -was far more influential.…”

Section: Learning Environmentmentioning

confidence: 96%

“…Many studies report some form of inquiry learning. This might entail either research projects in teams, or projects in which individual students carry out and discuss related research activities (Badley 2002;Colbeck 1998). In these cases students pursuing research is the primary means of learning.…”

Section: Learning Environmentmentioning

confidence: 99%

Relating academics' ways of integrating research and teaching to their students' perceptions

Visser‐Wijnveen

Driel

Rijst

et al. 2012

Studies in Higher Education

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“…Studies offer evidence of mutually nurturing links between research and teaching [Robertson, Bond, 2001;Holmén, Ljungberg, 2016], and task integration [Colbeck, 1998]. Concurrently, others show that the Humboldtian ideal is hard to live by.…”

Section: Master Classmentioning

confidence: 99%

Knowledge Triangle Configurations at Three Swedish Universities

Vico

Serger²,

Wise³

et al. 2017

Foresight and STI Governance

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T he concept of a knowledge triangle, i.e., the principle of strengthening the linkages between research, education and innovation, has emerged as a result of policymakers' expectations that universities assume a broader societal responsibility. Yet, little is known about how these tasks and their interactions are orchestrated at universities. We explore concept of how the knowledge triangle is manifested in the organisation and strategy of three different Swedish universities, and how these manifestations are shaped by the policy landscape. The article highlights the fact that although the knowledge triangle remains a priority, explicit national policies are lacking, with the responsibility of integration falling upon universities themselves. We observe great diversity in how Кeywords: knowledge triangle; university management; third mission; societal collaboration; research utilisation. the principles of the knowledge triangle are orchestrated at the universities, e.g., through individuals' interpretations and attitudes, and through management strategies and incentive schemes. However, the three tasks have largely been handled separately, with weak coordination and generally limited ambition demonstrated by university management teams to forge new combinations of remits. At the individual and group levels, we observe weak task articulation, although some role models serve as inspiration. Tensions emerge as the responsibilities of operationalising the knowledge triangle falls on individuals who sometimes lack the appropriate mandate and resources. These findings raise questions for further research and implications for policy and university management.

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Merging in a Seamless Blend: How Faculty Integrate Teaching and Research

Cited by 154 publications

References 0 publications

The ideal research‐teaching nexus in the eyes of academics: building profiles

The ideal research‐teaching nexus in the eyes of academics: building profiles

Relating academics' ways of integrating research and teaching to their students' perceptions

Knowledge Triangle Configurations at Three Swedish Universities

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