The `Research—Teaching Nexus' and the Learning—Teaching Relationship
Who's in charge
Bibliographic Data
| ID | 12712914 |
|---|---|
| Authors | Christopher Rowe (0000-0001-6624-8197, Durham University, corresponding author), ELEANOR OKELL (Durham University) |
| Year | 2009 |
| Volume | 8 |
| Issue | 2 |
| Pages | 180-190 |
| Publication date | 2009-05-20 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Arts and Humanities in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 1474-0222 • E-ISSN: 1741-265X |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1474022209102683 |
| OpenAlex | W1979427645 |
| Language | EN |
| Citations received | 1 |
| References cited | 2 |
This article engages, from the point of view of the higher education (HE) department and practitioner, with the realities, and explores the rhetoric, of the `research—teaching nexus' with reference to the role of research and research skills, in the context of the student experience in higher education. The ultimate questions are: How serious should we be about responding to this rhetoric? Would it mean significantly changing the way we currently do things? Who decides such questions? What control do practitioners have? In so doing, the article focuses on examples of `the student as researcher' as an educational goal relating to employ-ability, the Extended Project that will result from 14—19 curriculum reform and the undergraduate dissertation. It also provides rule-of-thumb definitions for the technical language that is evolving in this area
Context (archaeology · Curriculum · Educational research · Engineering ethics · Linguistics · Mathematics education · Nexus (standard · Pedagogy · Point (geometry · Rhetoric · Rule of thumb · Sociology · Computer Science · Engineering · Evaluation of Teaching Practices · Higher Education Practises and Engagement · Psychology · Reflective Practices in Education
| Citations per year | 0.33 |
|---|---|
| Citation span | 2023 - 2023 (1) |
| Highly cited | No |