| Astin, A.
W. and M. J. Chang (1995). |
Colleges
That Emphasize Research and Teaching: Can You Have Your Cake and Eat
It Too? Change: The Magazine of Higher Education September/October:
45-49.
Based on a study of over 200 US institutions examines
which US universities score high on measures of student development
/orientation to teaching and those that score high of staff research.
Those that do tend to be the small relatively wealthy private universities. |
| Barnett,
R. (1992). |
Linking
Teaching and Research - A Critical Inquiry. Journal of Higher
Education 63(6): 619-636.
A conceptual analysis as to whether research is a
necessary activity in a university "such that we would not be prepared
to grant the name (university) to an institution in which there was
no research taking place." |
| Boyer, E.
L. (1990) |
Scholarship
Reconsidered: Priorities of the Professoriate. New Jersey,
The Carnegie Foundation for the Advancement of Teaching.
A seminal book which argues that the emphasis in US
universities on what he calls 'discovery research', has been at the
expense of more integrative scholarship and a concern for undergraduate
teaching. See the related
web sites. |
| Boyer Commission
on Educating Undergraduates in the Research University (1998) |
Reinventing Undergraduate Education: A Blueprint
for America's Research Universities. University of Stony
Brook, New York, USA
Suggestions particularly for research elite universities
on connecting staff research to student learning. Download
report (in pdf format)
|
| Braxton
J M (ed) (1996) |
Faculty
Teaching and Research : is there a conflict? New Directions
for Institutional Research, no 90,vol XV111, Number 2.
A range of empirical US studies bring out both
the complexities of the issues and provide recommendations for policy.
|
| Breen, R.
and R. Lindsay (1999). |
Academic
Research and Student Motivation. Studies In Higher Education
24(1): 75-93.
A study at Oxford Brookes of undergraduate student
attitudes to lecturer research. Reveals that those with intrinsic
motivation show positive attitudes while those with more extrinsic/social
reasons for attending university appear indifferent or negative. |
| NEW!!
Brew, A. (2003) |
Teaching and Research: New Relationships and
their Implications for Inquiry-based teaching and learning in Higher
Education. Higher Education Research and Development, 22
(1), 3-17
In order to bring teaching and research together,
a fuller understanding of how academics conceptualise research and
scholarship is needed. The paper discusses different ways in which
research and scholarship are conceptualised and then provides two
alternative models of the relationship between teaching and research
based on different conceptions of teaching and different ideas about
the nature of knowledge. The paper suggests that if the relationship
between teaching and research is to be enhanced it is necessary
to move towards a model based on the notion of academic communities
of practice. The implications for higher education of doing this
are then examined. It is argued that there is a need to reconceptualise
the role of higher education and to renegotiate relationships between
teachers and students.
|
| Brew, A.
(2001) |
The Nature of Research: Inquiry in Academic Contexts.
Routledge Falmer, London
A study of the nature of the research and argues
for a much wider perspective as to what is research and discussion
of the implications for teaching /research links.
|
| Brew, A.
(1999). |
Research and Teaching: Changing Relations in
a Changing Context. Studies in Higher Education, 24(3),
291-301.
Considers the relationship in the context of conceptions
of teaching and particularly in the context of academics conceptions
of research.
|
| Brew, A.
and D. Boud (1995). |
Teaching
and Research: Establishing the Vital Link With Learning. Higher
Education 29: 261-273.
Argues that a fruitful way to examine the relationship
is through seeing teaching and research as both concerned with learning
"those aspects of teaching which lead to learning and the learning
which occurs through research provides the vital link." |
| Centra, J.
A. (1983). |
Research
Productivity and Teaching Effectiveness. Research in Higher
Education 18 (2): 379-389.
An oft cited article that statistically analyses staff
research productivity and teaching effectiveness and concludes that
the relationship is either non existent or too modest to conclude
that one necessarily enhances the other. |
| Clark,
B. R. (1993). |
The Research
Foundations of Graduate Education Germany, Britain, France,
United States, Japan. California, University of California Press.
Five country study of advanced higher education and
research relationships. |
| Elton,
L. (2001). |
Research and Teaching: conditions for a positive
link. Teaching in Higher Education 6(1): 43-56.
Argues that there can be a positive link [quote]
under particular conditions…such a link should focus on the processes
of research and that student centred teaching methods and outcomes
are intrinsically favourable to the link [end-quote].
You can download a copy of this paper from the
Centre
for Academic Practice website
|
| Elton, L.
(1986). |
Research
and Teaching: Symbiosis or Conflict. Higher Education (15):
299-304.
Previous research is criticized for its reliance on
measures of correlation. Argues that scholarship provides an essential
link between teaching and research and that Universities should value
all three activities and staff who specialize in each. |
| Feldman,
K. A. (1987). |
Research
Productivity and Scholarly Accomplishment of College Teachers as Related
to Their Instructional Effectiveness: A Review and Exploration.
Research in Higher Education (26): 227-298. |
| Hattie,
J. and H. W. Marsh (1996). |
The
Relationship Between Research and Teaching: A Meta-Analysis.Review
of Educational Research 66: 507-542.
A meta analysis of 58 research studies on teaching
/research relationships; analyzed through discussion of various
models of how teaching and research may be related.
|
| Healey, M
(200) |
Developing the Scholarship of Teaching: A Discipline
Based Approach. Higher Education Research and Development,
19 (2): 169-189
summary to be added
|
| Huber, M.T.
(2000) |
Disciplinary Styles in the Scholarship of Teaching:
Reflections on the Carnegie Academy for the Scholarship of Teaching
and Learning in Improving Student Learning Through the Disciplines,
ed C Rust, pp 20-31, Oxford Centre for Staff and Learning
Development, Oxford
summary to be added
|
|
Huber, M and Morreale, S. (2002) |
Disciplinarity in the Scholarship of Teaching
and Learning: Exploring Common Ground. American Association
for Higher Education and the Foundation for the Advancement of Learning,
Washington, DC
summary to be added
|
| J M Consulting
(2000) |
Interactions between Research, Teaching, and
Other Academic Activities Report for HEFCE, Higher Education
Consulting Group, Bristol
Analysis of how UK institutions and departments
connect - or rather fail to connect - teaching and research. Prepared
as part of the Fundamental Review of Research.
|
| Jenkins,
A., (2000). |
The Relationship between teaching and research:
where does geography stand and deliver? Journal of Geography
in Higher Education, 24 (3): 325-351.
Reviews the research literature on teaching and
research relationships and argues that productive linkages can be
created if that relationship is [quote] managed [end-quote]:
and if action is taken by individuals, course teams, institutions
and disciplinary communities.
Download
paper (available in pdf format only). This article was fist
published in the Journal
of Geography of Higher Education, Volume 24, Number 3 pp 325-351
and reproduced here with the permission of Taylor and Francis Ltd.
|
| Jenkins, A.,
et al. (2002) |
Reshaping Teaching in Higher Education: Linking
Teaching and Research. London, Kogan Page
Presents a range of strategies with international
examples to strengthen teaching / research links that individuals
, course teams , departments /institutions and national systems
can adapt. Also provided reviews of the research evidence .
|
| Jenkins,
A., et al. (1998). |
Teaching
and Research: Student Perspectives and Policy Implications. Studies
in Higher Education, 23 (2): 127-141.
Analyses in one UK institution (Oxford Brookes) student
perspectives on staff research (similar to Neumann's study) through
use of focus groups in eight disciplines. Concludes that students
perceived clear benefits from staff research but wished it to be better
'managed', to ensure they got those benefits. |
| NEW!!
Jenkins, A. and Healey, M (eds) (2002) |
Linking Teaching and Research: Exchange
(3)
Special issue of TQEF NCT/LTSN/ILTHE/JISC publication
dedicated to linking teaching and research. Available to download
at http://www.exchange.ac.uk/issue3.asp
|
| Jenkins, A.
and Zetter, R. (2002) |
Linking Teaching and Research in Departments
Learning and Teaching Support Network Generic Centre
Suggestions for those with department leadership
roles re research and teaching. NEW!! Can
be downloaded from LTSN
generic centre website
|
| Lindsay, R.,
Breen, R and Jenkins, A (2002) |
Academic Research and Teaching Quality: the Views
of Undergraduate andPostgraduate Students. Studies in Higher
Education, 27 (3), pp 309-27
Statistical analysis of focus group discussions
of undergraduate and postgraduate students from a range of disciplines
at Oxford Brookes. Unlike much of previous statistical research
demonstrated positive views of (staff) research to student learning.
|
| Moses, I.
(1990). |
Teaching,
Research and Scholarship in Different Disciplines. Higher
Education 19: 351-375.
How teaching research relationships are shaped by
four disciplines (Chemistry, Engineering, English and Law) in one
Australian university. |
| Neumann,
R. (1994). |
The Teaching-Research
Nexus: Applying a Framework to University Students' Learning Experiences.
European Journal of Education 29(3): 323-338.
Reports on interview based research on undergraduate
and postgraduate student of lecturer research as part of a wider study
that included interviews with senior staff. |
| NEW!!
Pocklington, T. and Tupper, A. (2002) |
No Place to Learn - Why Universities Aren't Working.
University of British Columbia Press, Canada.
This text, written by political scientists, is aimed
at general readers. It critically examines Canadian Universities,
how they operate and how
they may be reformed. In the opening paragraph it is suggested that
"Canadian universities no longer provide effective, high quality
undergraduate education" (p3). Three themes are covered; how
modern Canadian universities devalue the education of undergraduates;
how
research outstrips teaching in importance and is often far removed
from the needs of undergraduates; the increasingly close links between
universities' governments and large corporations. In particular,
chapter six examines the interplay between teaching and research.
Details available at http://www.ubcpress.ca/search/title_book.asp?BookID=1953
|
|
Ramsden P. (1998) |
Learning to Lead in Higher Education. London,
Routledge
summary to be added
|
| Ramsden,
P. and Moses I.(1992). |
Associations
Between Research and Teaching in Australian Higher Education.
Higher Education 23(3): 273-295.
An empirical investigation of the relationship in
Australian HE (at both the level of the individual and the department
concludes that [quote] there is no evidence in these results
to indicate a simple functional association between high research
output and undergraduate teaching [end-quote]. |
| Rowland,
S. (1996). |
Relationships
Between Teaching and Research. Teaching in Higher Education
1(1): 7-20.
Analyses teaching research relationships through interviewing
heads of department and argues that the terms teaching and research
are inadequate limiting concepts to describe academic roles. |
| Woodhouse,
D. (1998) |
Auditing
Research and the Teaching Research Nexus. New Zealand Journal
of Educational Studies 33 (1): 39-53.
From the perspective of the NZ Universities Academic
Audit Office suggests how universities and national organizations
can audit whether/how teaching is enhanced through research. |
| NEW!!
Zamorski, B (2002) |
Research-led Teaching and Learning in Higher
Education; a case. Teaching in Higher
Education, 7(4), 411-427
Summarises the work produced in Zamorski (2000)
|
| Zamorski,
B (2000) |
Research-led Teaching and Learning in Higher
Education Centre for Applied Research in Education, University
of East Anglia
A study commissioned by the Learning, Teaching
and Quality Committee of the University of East Anglia. Reports
on the Research-Led Teaching and Learning (RLTL) Project which took
place in UEA during the second semester of the academic year 1999/2000
to investigate the reality of University rhetoric concerning the
relationship of research to teaching.
|
| Zubrick, A.,
Reid, I and Rossiter, P (2001) |
Strengthening the Nexus between Teaching and
Research. Department of Education, Training and Youth Affairs,
Australia
How three contrasting institutions from research
elite (University of Western Australia) to regional /access led
(Ballarat) formulated strategies to strengthen the nexus. Download
report (pdf Format)
|
