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Article: University academics' experience of research and its relationship to their experience of teaching

TitleUniversity academics' experience of research and its relationship to their experience of teaching
Authors
KeywordsApproaches to teaching
Experience of research
Experience of teaching
Research-teaching relations
Understanding of subject matter
Issue Date2008
PublisherSpringer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=0020-4277
Citation
Instructional Science, 2008, v. 36 n. 1, p. 3-16 How to Cite?
AbstractThere has been a growing research debate over the relations between university teaching and research. This paper contributes to that debate by describing the variation in the way university academics' experience research, then linking that empirical evidence with previous work to explicate the relations between variation in research, teaching, and understanding of the subject matter being taught. Previous investigations have shown that conceptual change/student-focussed approaches to teaching are associated with clear articulation of the important aspects of the subject matter being taught, how those aspects relate to each other, and how the teacher situates their understanding of the subject matter in the field as a whole. However, teachers who were unable to explain their understanding of their subject matter in these ways were more likely to experience their teaching as a process of information transfer from a teacher-focussed perspective. Since the characteristics of the first type of understanding subject matter resemble processes underlying the experience of active researchers, these findings seemed to justify a more intensive search for evidence of the link between effective university teaching and research. Interviews have been conducted with 37 university teachers who had strong publication and grant success records and who were teaching and researching in similar topic areas. They represent a range of disciplines and universities, and from both the UK and Australia. The study methods and results are described and we conclude that qualitative variation in the experience of research is related (a) moderately to experience of teaching and (b) strongly to experience of understanding the subject matter. © 2007 Springer Science+Business Media, Inc.
Persistent Identifierhttp://hdl.handle.net/10722/90403
ISSN
2015 Impact Factor: 1.462
2015 SCImago Journal Rankings: 1.418
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorProsser, Men_HK
dc.contributor.authorMartin, Een_HK
dc.contributor.authorTrigwell, Ken_HK
dc.contributor.authorRamsden, Pen_HK
dc.contributor.authorMiddleton, Hen_HK
dc.date.accessioned2010-09-06T10:10:04Z-
dc.date.available2010-09-06T10:10:04Z-
dc.date.issued2008en_HK
dc.identifier.citationInstructional Science, 2008, v. 36 n. 1, p. 3-16en_HK
dc.identifier.issn0020-4277en_HK
dc.identifier.urihttp://hdl.handle.net/10722/90403-
dc.description.abstractThere has been a growing research debate over the relations between university teaching and research. This paper contributes to that debate by describing the variation in the way university academics' experience research, then linking that empirical evidence with previous work to explicate the relations between variation in research, teaching, and understanding of the subject matter being taught. Previous investigations have shown that conceptual change/student-focussed approaches to teaching are associated with clear articulation of the important aspects of the subject matter being taught, how those aspects relate to each other, and how the teacher situates their understanding of the subject matter in the field as a whole. However, teachers who were unable to explain their understanding of their subject matter in these ways were more likely to experience their teaching as a process of information transfer from a teacher-focussed perspective. Since the characteristics of the first type of understanding subject matter resemble processes underlying the experience of active researchers, these findings seemed to justify a more intensive search for evidence of the link between effective university teaching and research. Interviews have been conducted with 37 university teachers who had strong publication and grant success records and who were teaching and researching in similar topic areas. They represent a range of disciplines and universities, and from both the UK and Australia. The study methods and results are described and we conclude that qualitative variation in the experience of research is related (a) moderately to experience of teaching and (b) strongly to experience of understanding the subject matter. © 2007 Springer Science+Business Media, Inc.en_HK
dc.languageengen_HK
dc.publisherSpringer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=0020-4277en_HK
dc.relation.ispartofInstructional Scienceen_HK
dc.subjectApproaches to teachingen_HK
dc.subjectExperience of researchen_HK
dc.subjectExperience of teachingen_HK
dc.subjectResearch-teaching relationsen_HK
dc.subjectUnderstanding of subject matteren_HK
dc.titleUniversity academics' experience of research and its relationship to their experience of teachingen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0020-4277&volume=36&spage=3&epage=16&date=2008&atitle=University+Academics’+Experiences+Of+Research+And+Its+Relationship+To+Their+Experience+Of+Teachingen_HK
dc.identifier.emailProsser, M: mprosser@hku.hken_HK
dc.identifier.authorityProsser, M=rp00952en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1007/s11251-007-9019-4en_HK
dc.identifier.scopuseid_2-s2.0-38149085217en_HK
dc.identifier.hkuros143367en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-38149085217&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume36en_HK
dc.identifier.issue1en_HK
dc.identifier.spage3en_HK
dc.identifier.epage16en_HK
dc.identifier.isiWOS:000252388000002-
dc.publisher.placeNetherlandsen_HK
dc.identifier.scopusauthoridProsser, M=7004075773en_HK
dc.identifier.scopusauthoridMartin, E=8161216200en_HK
dc.identifier.scopusauthoridTrigwell, K=6602648752en_HK
dc.identifier.scopusauthoridRamsden, P=8161216500en_HK
dc.identifier.scopusauthoridMiddleton, H=23397567800en_HK
dc.identifier.citeulike4219685-

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