Teaching/research relations in departments

The Perspectives of Built Environment Academics

Datos Bibliográficos

ID4097932
AutoresBridget Durning (0000-0002-8181-8212, Oxford Brookes University, autor de correspondencia), Alan Jenkins (Oxford Brookes University)
Año2005
Volumen30
Número4
Páginas407-426
Fecha de publicación2005-08-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaStudies in Higher Education (JOURNAL)
Identificadores de la revistaISSN: 0307-5079 • E-ISSN: 1470-174X
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03075070500160046
OpenAlexW2041349046
IdiomaEN
Citas recibidas17
Referencias citadas16

This article presents an analysis of the perceptions of built environment academics in four post‐1992 universities in the UK on teaching/research relations. Whilst set in particular departments, institutions and disciplines, it addresses issues that are of central concern worldwide. This study indicates that securing effective teaching/research links is potentially vital for ensuring that students learn of the complexity of knowledge and develop high order academic and ‘professional’ skills. However, it also demonstrates how issues of department organisation and culture—in particular the effective policy separation between teaching and research—result in failures to support staff to achieve potential synergies between these activities. Evidence is also provided that, in built environment disciplines there are distinctive features of teaching/research relations that need to be considered in department policies (and national funding). This study questions the policies of those governments and institutions that in effect seek to separate teaching from research. However, it leaves uncertain the extent to which all staff need to be involved in high‐level research, or whether ‘scholarship’ is adequate to effectively underpin student learning in these disciplines

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