Healey, Michael J and Jordan, Fiona and Pell, Barney and Short, Christopher (2010) The research–teaching nexus: a case study of students' awareness, experiences and perceptions of research. Innovations in Education and Teaching International, 47 (2). pp. 235-246. ISSN 1470-3297Full text not available from this repository.
This 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.
|Uncontrolled Keywords:||Author Keywords:research-teaching nexus; research and teaching linkages; student experience; research awareness; experiences and perceptions KeyWords Plus:ACADEMIC RESEARCH; LINKING RESEARCH; PERSPECTIVES; DEPARTMENTS; GEOGRAPHY|
|Subjects:||G Geography. Anthropology. Recreation > G Geography (General)
L Education > L Education (General)
|Divisions:||Schools and Research Institutes > Countryside and Community Research Institute|
|Research Priority Areas:||Environmental Dynamics & Governance|
|Depositing User:||Anne Pengelly|
|Date Deposited:||09 Apr 2014 15:41|
|Last Modified:||18 May 2016 09:27|