The research–teaching nexus: a case study of students' awareness, experiences and perceptions of research

Abstract

We recommend you cite the published version. The publisher's URL is http://dx.doi.org/10.1080/14703291003718968Refereed: Yes (no note) Disclaimer UWE has obtained warranties from all depositors as to their title in the material deposited and as to their right to deposit such material. UWE makes no representation or warranties of commercial utility, title, or fitness for a particular purpose or any other warranty, express or implied in respect of any material deposited.UWE makes no representation that the use of the materials will not infringe any patent, copyright, trademark or other property or proprietary rights. UWE accepts no liability for any infringement of intellectual property rights in any material deposited but will remove such material from public view pending investigation in the event of an allegation of any such infringement. PLEASE SCROLL DOWN FOR TEXT. Forthcoming in Innovations in Education and Teaching International SUMMARYThis paper presents a case study of students" awareness, experiences and perceptions of research in a "new" university in the UK. The findings are based on a questionnaire of almost 200 students and five small group interviews. Many of the students participating in this research perceived clear benefits to their learning from staff research, including being taught by enthusiastic staff, enhanced staff credibility, and the reflected glory of being taught by well-known researchers. However, they also perceived disadvantages, particularly with regard to staff availability and did not believe that staff research should take priority over their needs as learners. They recognised that their awareness of the nature of research and the development of research skills increased most when they were actively involved in undertaking research projects. Several students also perceived benefits for future employment from their participation in research activities. The questionnaire has been used by several other universities around the world to benchmark their practices.

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

“…However, students report far more advantages than disadvantages regarding academics' involvements with research (Healey et al 2010;Turner, Wuetherick, and Healey 2008). These perceived advantages can be summarised as:…”

“…In a questionnaire study by Healey et al (2010), this was the aspect reported most often (15% of the students) in response to the question regarding what students saw as having a negative impact on their learning.…”

“…This not only refers to the 'reflected glory of being taught by well-known researchers' (Healey et al 2010), but also raises the credibility of the teacher and hence of the subject matter being taught (Jenkins et al 1998). Students especially appreciate accurate and up-to-date knowledge, which they think these experts provide (Robertson and Blackler 2006).…”

“…• Teachers' enthusiasm for their research, and henceforth for the subject matter, enhances students' motivation (Healey et al 2010;Jenkins et al 1998). Students enjoy their classes more and are fascinated by activities related to, or the outcomes of, their teacher's research (Robertson and Blackler 2006).…”

Developing research based learning to increase students’ entrepreneurial interest

“…Therefore, the management of higher education must improve existing learning model to address the needs of the future world of research personnel. The phenomenon of the current trends in the college is how global higher education institutions race each other to improve the quality of their education, in order to become leading universities in the world, which ultimately became the target of knowledge-seekers to the best college in order to get the quality education and competence by building superior characteristics that are different from other college graduates (Healey, Jordan, Pell, & Short, 2010).…”