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Article: Turning teachers into academics? the role of educational development in fostering synergy between teaching and research

TitleTurning teachers into academics? the role of educational development in fostering synergy between teaching and research
Authors
KeywordsAcademic Practice
Educational Development
Teaching And Research Synergy
Issue Date2009
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/14703297.asp
Citation
Innovations In Education And Teaching International, 2009, v. 46 n. 1, p. 5-14 How to Cite?
AbstractThe history of educational development is rooted in the improvement of teaching techniques. As a result, centres or units have normally been located in central registrars or human resources departments, library, learning and technical support services, or established as semi-autonomous entities. The alignment of educational development with research at a teaching-led UK university marks a radical departure from these established patterns. The paper will explore some principles for the development of synergy between teaching and research through presenting the conceptual and strategic case for locating educational development in a university-wide Graduate School. This includes institutional commitment to renewing research capacity and the acceptance of a holistic model of academic practice and re-shaping of academic identity through strengthening the links between research and teaching via professional development. Three different approaches to bridging the cultural gap between teaching and research are compared and illustrated with examples from this case study.
Persistent Identifierhttp://hdl.handle.net/10722/175455
ISSN
2015 Impact Factor: 0.585
2015 SCImago Journal Rankings: 0.477
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorMacfarlane, Ben_US
dc.contributor.authorHughes, Gen_US
dc.date.accessioned2012-11-26T08:58:48Z-
dc.date.available2012-11-26T08:58:48Z-
dc.date.issued2009en_US
dc.identifier.citationInnovations In Education And Teaching International, 2009, v. 46 n. 1, p. 5-14en_US
dc.identifier.issn1470-3297en_US
dc.identifier.urihttp://hdl.handle.net/10722/175455-
dc.description.abstractThe history of educational development is rooted in the improvement of teaching techniques. As a result, centres or units have normally been located in central registrars or human resources departments, library, learning and technical support services, or established as semi-autonomous entities. The alignment of educational development with research at a teaching-led UK university marks a radical departure from these established patterns. The paper will explore some principles for the development of synergy between teaching and research through presenting the conceptual and strategic case for locating educational development in a university-wide Graduate School. This includes institutional commitment to renewing research capacity and the acceptance of a holistic model of academic practice and re-shaping of academic identity through strengthening the links between research and teaching via professional development. Three different approaches to bridging the cultural gap between teaching and research are compared and illustrated with examples from this case study.en_US
dc.languageengen_US
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/14703297.aspen_US
dc.relation.ispartofInnovations in Education and Teaching Internationalen_US
dc.subjectAcademic Practiceen_US
dc.subjectEducational Developmenten_US
dc.subjectTeaching And Research Synergyen_US
dc.titleTurning teachers into academics? the role of educational development in fostering synergy between teaching and researchen_US
dc.typeArticleen_US
dc.identifier.emailMacFarlane, B: bmac@hku.hken_US
dc.identifier.authorityMacFarlane, B=rp01422en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1080/14703290802646214en_US
dc.identifier.scopuseid_2-s2.0-60849136621en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-60849136621&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume46en_US
dc.identifier.issue1en_US
dc.identifier.spage5en_US
dc.identifier.epage14en_US
dc.identifier.isiWOS:000263367300002-
dc.publisher.placeUnited Kingdomen_US
dc.identifier.scopusauthoridMacFarlane, B=23670366000en_US
dc.identifier.scopusauthoridHughes, G=7402326667en_US
dc.identifier.citeulike4111029-

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