Experiences of the relation between teaching and research: What do academics value?

Higher Education Research and Development

Volumn 20, Issue 1, 2001, Pages 5-19

  Robertson, Jane ^a   Bond, Carol H ^b  

^a UNIVERSITY OF CANTERBURY   (New Zealand)

^b UNIVERSITY OF OTAGO   (New Zealand)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0010814056     PISSN: 07294360     EISSN: 14698366     Source Type: Journal    
DOI: 10.1080/07924360120043612     Document Type: Article

References (52)

1. BARNETT, R., 1992. Linking teaching and research: A critical inquiry. Journal of Higher Education, 63: 619–636.
2. BARNETT, R., and GRIFFIN, A., eds. 1997. The End of Knowledge in Higher Education, London: Cassell.
3. BARKER, G., 1995. Using “pedagogical-impact statements” to make teaching and research symbiotic activities. The Chronicle of Higher Education, March 17: B3
4. BAXTER MAGOLDA, M. B., 1992. Knowing and reasoning in college. Gender-related patterns in students' intellectual development, San Francisco: Jossey-Bass.
5. BECHER, T., 1989. Academic tribes and territories: Intellectual inquiry and the culture of disciplines, Milton Keynes: The Society for Research into Higher Education & Open University Press.
6. BELENKY, M. F., CLINCHY, B. M., GOLDBERGER, N. R., and TARULE, J. M., 1986. Women's ways of knowing. The development of self, voice and mind, New York: Basic Books.
7. BEN-DAVID, J., 1972. American higher education: Directions old and new, New York: McGraw Hill Book Company.
8. BOND, C. H., 2000. “ The development of students' experiences of learning in higher education ”. Queensland: Griffith University. Unpublished Ph.D. thesis.
9. BOWDEN, J., and MARTON, F., 1998. The university of learning: Beyond quality and competence in higher education, London: Kogan Page.
10. BOYER, E., 1990. Scholarship reconsidered: Priorities of the professoriate, New Jersey: Princeton University Press. Carnegie Foundation for the Advancement of Teaching
11. BREW, A., Research as it is experienced: Implications for higher education. Paper presented at the Higher Education Research and Development Society of Australasia Conference. Auckland, New Zealand.
12. BREW, A., 1999. Research and teaching: Changing relationships in a changing context. Studies in Higher Education, 24: 291–301.
13. BREW, A., and BOUD, D., 1995. “ Research and learning in higher education ”. In Research, teaching and learning in higher education, Edited by: SMITH, B., and BROWN, S., 30–39. London: Kogan Page.
14. BREW, A., and PHILLIS, F., How is research changing? Conceptions of successful researchers. Proceedings of the 1997 Annual Conference of the Higher Education Research and Development Society of Australasia. Adelaide. pp. 131–135. HERDSA.
15. CLARK, B., 1987. The academic life: Small worlds, different worlds, Princeton: Carnegie Foundation for the Advancement of Teaching.
16. CLARK, B., 1993. The research foundations of post-graduate education. Higher Education Quarterly, 47: 301–315.
17. CLARK, B., 1997. The modern integration of research activities with teaching and learning. Journal of Higher Education, 68: 237–255.
18. ELTON, L., 1986. Research and teaching: Symbiosis or conflict. Higher Education, 15: 299–304.
19. ELTON, L., 1992. Research, teaching and scholarship in an expanding higher education system. Higher Education Quarterly, 46: 252–268.
20. FELDMAN, K., 1987. Research productivity and scholarly accomplishment of college teachers as related to their instructional effectiveness. Research in Higher Education, 26: 227–291.
21. Fox, M., 1992. Research, teaching, and publication productivity: Mutuality versus competition in academia. Sociology of Education, 65: 293–305.
22. GERHARDT, R., 1995. “ Avoiding the “Research versus Teaching” trap: Expanding the criteria for evaluating scholarship ”. In The politics and processes of scholarship, Edited by: MOXLEY, J., and LENKER, L., Westport, Connecticut: Greenwood Press.
23. GIBBONS, M., LIMOGES, C., NOWOTNY, H., SCHWARTZMAN, S., SCOTT, P., and TROW, M., 1994. The new production of knowledge, London: Sage Publications.
24. GOW, L., and KEMBER, D., 1993. Conceptions of teaching and their relationship to student learning. British Journal of Educational Psychology, 63: 20–33.
25. HATTIE, J., and MARSH, H., 1996. The relationship between research and teaching: a meta-analysis. Review of Educational Research, 66: 507–542.
26. HAZEL, E., CONRAD, L., and MARTIN, E., 1997. Exploring gender and phenomenography. Higher Education Research & Development, 16: 213–226.
27. HUGHES, C., and TIGHT, M., 1995. Linking university teaching and research. Higher Education Review, 28: 51–65.
28. JENKINS, A., BLACKMAN, T., LINDSAY, R., and PATON-SALTZBERG, R., 1998. Teaching and research: Student perspectives and policy implications. Studies in Higher Education, 23: 127–141.
29. JENSEN, J., 1988. Research and teaching in the universities of Denmark: Does such an interplay really exist?. Higher Education, 17: 17–26.
30. LEE, R., 1992. Teaching versus research? A tale of the giant panda, the bread fruit and the banana. Journal of Geography in Higher Education, 16: 3–5.
31. MARTIN, E., and BALLA, M., 1991. “ Conceptions of teaching and implications for learning ”. In Teaching for better learning, Edited by: Ross, B., Sydney: HERDSA.
32. MARTON, F., 1986. Phenomenography--a research approach to investigating different understandings of reality. Journal of Thought, 21: 28–49.
33. MARTON, F., and BOOTH, S., 1997. Learning and awareness, Mahwah, New Jersey: Lawrence Erlbaum Associates.
34. MARTON, F., DALL'ALBA, G., and BEATY, E., 1993. Conceptions of learning. International Journal of Educational Research, 19: 277–300.
35. NEUMANN, R., 1992. Perceptions of the teaching-research nexus: A framework for analysis. Higher Education, 23: 159–171.
36. NEUMANN, R., 1993. Academic work: Perceptions of senior academic administrators. Australian Educational Researcher, 20: 33–47.
37. NEUMANN, R., 1994. The teaching-research nexus: applying a framework to university students' learning experiences. European Journal of Education, 29: 323–338.
38. NEUIMANN, R., and LlNDSAY, A., 1988. Research policy and the changing nature of Australia's universities. Higher Education, 17: 307–321.
39. NEW ZEALAND GOVERNMENT. 1990. Education Amendment Act, Wellington: Government Printer.
40. NEW ZEALAND MINISTRY OFEDUCATION. 1998. Tertiary education in New Zealand: Policy directions for the 21st century: White paper Wellington, New Zealand
41. PRATT, D., 1992. Conceptions of teaching. Adult Education Quarterly, 42: 203–220.
42. RAMSDEN, P., and MOSES, I., 1992. Associations between research and teaching in Australian higher education. Higher Education, 23: 273–295.
43. ROMAINVILLE, M., 1996. Teaching and research at university: A difficult pairing. Higher Education Management, 8: 135–144.
44. ROWLAND, S., 1996. Relationships between teaching and research. Teaching in Higher Education, 1: 7–20.
45. RYAN, J., and SACREY, C., 1996. Strangers in paradise: Academics from the working class, New York: University Press of America, Inc.
46. SAMUELOWICZ, K., 1999. “ Academics' educational beliefs and teaching practices ”. Queensland: Griffith University. Unpublished doctoral thesis.
47. SAMUELOWICZ, K., and BAIN, J., 1992. Conceptions of teaching held by academic teachers. Higher Education, 24: 93–111.
48. SCOTT, P., 1984. The crisis of the university, London & Sydney: Groom Helm.
49. SCOTT, P., 1995. The meanings of mass higher education, Buckingham, Milton Keynes: Society for Research into Higher Education and Open University Press.
50. SHUMAR, W., 1995. “ Higher education and the state: the irony of fordism in American universities ”. In Academic Work, Edited by: SMYTH, J., Milton Keynes: Society for Research into Higher Education and Open University Press.
51. SMEBY, J., 1998. Knowledge production and knowledge transmission. The interaction between research and teaching at universities. Teaching in Higher Education, 3: 5–20.
52. WEBSTER, D., 1985. Does research productivity enhance teaching?. Educational Record, 66: 60–63.