Work

The research–teaching nexus: a case study of students' awareness, experiences and perceptions of research

Year: 2010

Type: article

Abstract: 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.

Source: Innovations in Education and Teaching International

DOI: 10.1080/14703291003718968

Authors: Mick Healey, Fiona Jordan, Barney Pell, Chris Short

Institutions: University of Gloucestershire, University of the West of England, Université de Valenciennes et du Hainaut-Cambrésis, Université Polytechnique Hauts-de-France, Countryside and Community Research Institute

Language: English

Topic: Evaluation of Teaching Practices

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: green

OpenAlex ID: W2118571610