1. The Teaching-Research Nexus Perceptions and Applications Dr Susan Hellmundt Project Researcher

2. Dr S HellmundtThe Teaching-Research Nexus2 Project Background A one-year staff development project funded by an ESDF grant. Focus groups and interviews conducted over a six- month period with academics in disciplines including: –Nursing, Education, Commerce, Accounting, Maths and Statistics, Marketing, Geosciences, History, English A paper presented at HERDSA conference resulted in an international network of academics. A university-wide survey to be conducted shortly to promote understanding of the project. A web site with stories and examples of best practice has been developed.

3. Dr S HellmundtThe Teaching-Research Nexus3 What is research?

4. Dr S HellmundtThe Teaching-Research Nexus4 What is teaching?

5. Dr S HellmundtThe Teaching-Research Nexus5 What is scholarship?

6. Dr S HellmundtThe Teaching-Research Nexus6 Key Questions How do academics across a range of disciplines conceptualise research and teaching? In what ways can research and teaching be linked? Should the link be strengthened? Is this link made explicit? Do students understand what research is?

7. Dr S HellmundtThe Teaching-Research Nexus7 Key Findings The way teaching and learning is conceptualised impacts on the relationship between and the integration of teaching and research When teaching and research are seen in terms of a process of inquiry to reach new understandings, then the relationship becomes strengthened (Brew, 1999)

8. Dr S HellmundtThe Teaching-Research Nexus8 Four Levels of Conception Conception One –Teaching and research are mutually incompatible activities and time spent on one reduces the attention to be spent on the other Example –“There is no possibility because the nature of my research is so specialised, students would not understand it”

9. Dr S HellmundtThe Teaching-Research Nexus9 Four Levels of Conception Conception Two –Teaching is a means of transmitting new research knowledge and lecturers are enthusiastic about communicating their findings from cutting edge research Example –Lecturers bring in examples, samples and experiences from their research –“The only way I can link my research is by bringing in my rock samples that I have collected on field studies trips”

10. Dr S HellmundtThe Teaching-Research Nexus10 Four Levels of Conception Conception Three –Lecturers model and encourage a research/critical inquiry approach to learning where students are encouraged to challenge and critique issues Example –Students are all given the same research question and provided with necessary materials such as journal articles

11. Dr S HellmundtThe Teaching-Research Nexus11 Four Levels of Conception Conception Four –Teaching and research share a symbiotic relationship as a learning community. Research informs teaching and teaching impacts on research. Example –Students design their own research question, conduct literature searches, design data collection instruments, collate data and make recommendations about a real life issue. The findings are used to generate new research initiatives, for joint publications …

12. Dr S HellmundtThe Teaching-Research Nexus12 What are your experiences?

13. Dr S HellmundtThe Teaching-Research Nexus13 Recommendations for academic staff development at the University … a

14. Dr S HellmundtThe Teaching-Research Nexus14 Opportunities for collaboration between universities … a

15. Dr S HellmundtThe Teaching-Research Nexus15 Possible recommendations … Give recognition awards for integrating research and teaching initiatives Establish an Office for undergraduate research that supports students by linking them with teams and generates new research initiatives Establish a committee to support initiatives to integrate teaching and learning Establish links with industry and services that support undergraduate research initiatives Time for the PVC Nexus?