A critical evaluation of recent progress in understanding the role of the research-teaching link in higher education

2.50
Hdl Handle:
http://hdl.handle.net/10547/622050
Title:
A critical evaluation of recent progress in understanding the role of the research-teaching link in higher education
Authors:
Malcolm, Mary
Abstract:
Research into the relationship between research and teaching in higher education has flourished over several decades, and the most recent research phase has focused particularly on how the research-teaching nexus can enhance the quality and outcomes of the learning experience for both students and academics. On the basis of bibliographic review, this article concludes that progress in answering the fundamental questions posed by researchers in the early 1990s and earlier has been limited. Diverse practice has been categorised, shared and evaluated against broad criteria, while questions about the inherent nature and value of the nexus in higher education remain as yet unanswered within the research theme and within the broader consideration of higher education policy and practice. Recent research provides an enriched evidence base on which earlier questions of principle and policy might usefully be reconsidered.
Affiliation:
University of Bedfordshire
Citation:
Malcolm, M (2014) 'A critical evaluation of recent progress in understanding the role of the research-teaching link in higher education', Higher Education, 67 (3), pp.289-301.
Publisher:
Springer
Journal:
Higher Education
Issue Date:
1-Mar-2014
URI:
http://hdl.handle.net/10547/622050
DOI:
10.1007/s10734-013-9650-8
Additional Links:
http://link.springer.com/article/10.1007/s10734-013-9650-8
Type:
Article
Language:
en
ISSN:
0018-1560
EISSN:
1573-174X
Appears in Collections:
Education

Full metadata record

DC FieldValue Language
dc.contributor.authorMalcolm, Maryen
dc.date.accessioned2017-03-14T11:22:36Z-
dc.date.available2017-03-14T11:22:36Z-
dc.date.issued2014-03-01-
dc.identifier.citationMalcolm, M (2014) 'A critical evaluation of recent progress in understanding the role of the research-teaching link in higher education', Higher Education, 67 (3), pp.289-301.en
dc.identifier.issn0018-1560-
dc.identifier.doi10.1007/s10734-013-9650-8-
dc.identifier.urihttp://hdl.handle.net/10547/622050-
dc.description.abstractResearch into the relationship between research and teaching in higher education has flourished over several decades, and the most recent research phase has focused particularly on how the research-teaching nexus can enhance the quality and outcomes of the learning experience for both students and academics. On the basis of bibliographic review, this article concludes that progress in answering the fundamental questions posed by researchers in the early 1990s and earlier has been limited. Diverse practice has been categorised, shared and evaluated against broad criteria, while questions about the inherent nature and value of the nexus in higher education remain as yet unanswered within the research theme and within the broader consideration of higher education policy and practice. Recent research provides an enriched evidence base on which earlier questions of principle and policy might usefully be reconsidered.en
dc.language.isoenen
dc.publisherSpringeren
dc.relation.urlhttp://link.springer.com/article/10.1007/s10734-013-9650-8en
dc.rightsGreen - can archive pre-print and post-print or publisher's version/PDF-
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectpedagogyen
dc.subjectresearchen
dc.subjectX342 Academic studies in Higher Educationen
dc.titleA critical evaluation of recent progress in understanding the role of the research-teaching link in higher educationen
dc.typeArticleen
dc.identifier.eissn1573-174X-
dc.contributor.departmentUniversity of Bedfordshireen
dc.identifier.journalHigher Educationen
dc.date.updated2017-03-14T11:18:51Z-
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