Teaching-Research-Innovation Nexus: Towards an Entrepreneurial University of Technology

Louw, A.H.; Moloi, Kholeka Constance

doi:10.5901/mjss.2013.v4n13p63

Cited by 5 publications

(7 citation statements)

References 12 publications

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“…These last three concepts are fundamental to effective research practice and yet it appears to be the case that students, as they progress in the years of study in their curriculum, have reduced experiences to showcase and disseminate their work for wider benefit and to spread knowledge (Louw & Moloi, 2013). Existing literature makes a case for developing appropriate avenues for students to disseminate the findings of the work they do during their study; these appear in the form of student research journals, conferences, blogs, posters or exhibitions (Jenkins & Healey, 2011;Spronken-Smith et al, 2013;Walkington et al, 2011).…”

Section: Discussionmentioning

confidence: 99%

Students’ Views for a Research-Intensive School Curriculum in Psychology: Research-Teaching Nexus

Limniou¹,

Mansfield²,

Petichakis³

2019

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The aim of this investigation was to gain an insight into how the curriculum of a Psychology School at a research-intensive university could be enhanced based on cross-sectional student views from all years of study. The School curriculum was framed under the research-teaching nexus and 272 undergraduate students completed online questionnaires regarding their research expectations and their learning experiences. The parallel questionnaires were distributed to the three distinct cohorts of students (1 st , 2 nd and 3 rd year of students) at the beginning of the first semester of the 2016-2017 academic year. Descriptive statistics were used to describe the cohorts and summarize the data collected. Chi-square tests were used to make comparisons and identify differences between student research expectations and experiences from the School curriculum. The main findings of this investigation concur with other studies in identifying significant differences between entry level students (Year 1) and those who have experienced learning in second and third years of study. However, the aim of these questionnaires was to study the School curriculum under the perspective of 1) The role of teaching staff in research, 2) Research skills obtained or expected to obtain by students and 3) Research connected with learning process and real-world applications. Potential reasons of the differences of learning experiences amongst students in different years of study and their implications are related to research activities and students' interactions through dialogue and collaboration with their teachers and amongst their peers in the context of community by studying real-example applications.

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Section: Discussionmentioning

confidence: 99%

Students’ Views for a Research-Intensive School Curriculum in Psychology: Research-Teaching Nexus

Limniou¹,

Mansfield²,

Petichakis³

2019

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“…There was no evidence of any adversarial relationships between research and the quality of schooling. On the other hand, there seems to be a consensus that there are beneficial relationships, and the discussion centres on the extent of their strength (Louw. & Moloi, 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

“…However, the accreditation institution in Oman calls for higher education colleges in Oman to focus on research in line with the academic programmes as it contributes to education quality. The latter is due to the general recognition that research positively relates to education quality (Louw. & Moloi, 2013).…”

Section: Introductionmentioning

confidence: 99%

“…Affirmative research relations to teaching are claimed because research fosters the transfer of contemporary knowledge and skills to students. As Louw and Moloi (2013) say, it helps to find out what skills are needed in the job market and industry so that curricula can be made to fill those gaps. IMCO is attempting to establish an intensive research culture that permeates all aspects of teaching and learning.…”

Section: Introductionmentioning

confidence: 99%

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A Study of Teachers' Experiences and Perceptions of Research-Teaching Nexus in HEI (Higher Education Institutions)

Benayoune

Slimi

Alemu

2022

JESR

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Due to institutional accreditation requirements, the linkage between research and teaching has become increasingly important for higher education institutions in Oman over the past few years. This study describes teachers' experiences and perceptions of the research and teaching nexus in Oman's higher education college. Staff at International Maritime College Oman (IMCO) were taken as samples to confirm the study's themes. This paper aims to study the views of faculty about integrating research into teaching and the factors that strengthen or weaken the nexus. Primary data was collected via survey questionnaires and focus group discussions. The finding indicates that staff perception of integrating research into teaching is diverse. However, the majority confirmed the positive contributions of integrating research into teaching. The study also finds that student engagement in research will improve undergraduate education. Hence, integrating research as part of the staff load, allocating some budget and training staff on how to conduct research will help improve staff and students' research engagement, which improves teaching quality. This study contributes to the debate around the research-teaching nexus in Oman's colleges and universities of higher education. Received: 26 April 2022 / Accepted: 30 June 2022 / Published: 5 July 2022

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“…As part of the restructuring of the higher education landscape in South Africa during 2004, the institution was renamed a UoT. As discussed by Louw and Moloi (2013) the institution is "moving towards becoming an entrepreneurial university in order to bring about practical solutions for the socio-economic needs of the surrounding communities".…”

Section: Context Of the Studymentioning

confidence: 99%

Building a Research Culture from Scratch at a University of Technology

Johnson

Louw

2014

MJSS

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Teaching-Research-Innovation Nexus: Towards an Entrepreneurial University of Technology

Cited by 5 publications

References 12 publications

Students’ Views for a Research-Intensive School Curriculum in Psychology: Research-Teaching Nexus

Students’ Views for a Research-Intensive School Curriculum in Psychology: Research-Teaching Nexus

A Study of Teachers' Experiences and Perceptions of Research-Teaching Nexus in HEI (Higher Education Institutions)

Building a Research Culture from Scratch at a University of Technology

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