1. The Teaching-Research Nexus
What does it mean?
How can I activate it?
Background (literature)
SCU’s TRN project
Key findings
Dimensions of TRN
Differences across disciplines
UoW
Your practice - self-evaluation

2. Background
Boyer (1990) Scholarship Reconsidered – TRN fundamental to academic work
Hattie & Marsh (1996) “an enduring myth”
2001 Monash, USyd, Ballarat, UWA, Curtin
NZ Qualifications Authority maintaining links
Jenkins & Healey (2005) UK national efforts
Boyer's 1990 Scholarship Reconsidered pointed to a nexus between teaching and research as being fundamental characteristic of academic work
Hattie and Marsh – meta-analysis Review of Educational Research
- sector interest became evident in Australia from 2001 with initiatives reported at Monash Uni, University of Sydney, The University of Ballarat, The University of Western Australia and Curtin University of Technology
- NZ Qualifications Authority described it role in a tertiary education strategy 2002/2007 as ensuring that links between research and teaching are maintained
- Jenkins and Healey report in UK 2005 reported national efforts to create a meaningful relationship between research and teaching through institutional policies and practice
Dr Meg O'Reilly, Teaching & Learning Centre, Southern Cross University
7/9/09

3. SCU’s Teaching-Research Nexus project
SCU Academic Board 2007 baseline TRN practice
2008 SCU Mission, Strategic objectives
Faculty of Arts & Sciences project
- SCU Academic Board initiated data collection in 2007 to provide a baseline indication of TRN at SCU at the time. The Dimensions of report showed that activities which constitute the TRN are evident across the SCU and that the impacts of these activities were evident through student learning, disciplinary differences and institutional policy and structures.
- Following the recommendations of the Dimensions of SCU project, the university executive embedded a statement of the nexus into the mission and strategic objectives of the Uni in the 2008 mid-term review of SCU's Strategic Plan.
- Executive Dean, Faculty of Arts and Sciences then funded an implementation project to raise awareness and provide professional development to strengthen the TRN in all its aspects.
Dr Meg O'Reilly, Teaching & Learning Centre, Southern Cross University
7/9/09

4. Key findings of TRN project @ SCU
no dispute throughout literature
ALTC funded project
SCU Act 1993 (Section 6) outlines the “interaction of research and teaching” as being a primary objective
not automatic, integration from policy to practice
overlapping dimensions overall strengthening TRN
disciplinary differences
attention to undergraduate curriculum
The central arguments in the report are:
there is no dispute throughout the literature that TRN is fundamental to higher education
ALTC funded project to encourage the strengthening of TRN throughout the sector
it is incumbent upon SCU to comply with the Southern Cross University Act 1993 (Section 6) which outlines the “interaction of research and teaching” as being a primary objective of the University
an effective TRN is not automatic and needs to be integrated through all levels of the University from policy to practice
there are several overlapping dimensions of TRN, and implementation of each of these has potential to result in the strengthening of TRN
there are disciplinary differences in approaches to TRN and these need to be acknowledged
significant changes to TRN can result from close attention to the undergraduate curriculum and the opportunities it presents for students and staff.
Dr Meg O'Reilly, Teaching & Learning Centre, Southern Cross University
7/9/09

5. Five Dimensions of TRN
Learning through research - Enquiry based learning, engaging students in an authentic research experience at the undergraduate level
Research-led teaching - Using research to enrich teaching, including aspects of one’s current research in classroom teaching, using students as an audience for research and learning about others’ research
Researching teaching - The scholarship of teaching and learning, enquiring and reflecting on teaching and learning, using research on teaching for continual improvement.
Teaching informed research - Stimulation of ideas for future research as a result of involvement in the teaching process
Learning how to do research - Research methods; the practical tools and techniques of research
Dr Meg O'Reilly, Teaching & Learning Centre, Southern Cross University
7/9/09

6. Differences across disciplines
Education
Exercise Science
Psychology; Environmental Science
Environmental Science
Tourism & Hospitality Management
Arts & Social Sciences
College of Indigenous Australians
Commerce & Management
respondents from the School of Education tended to publish most in disciplinary-education journals
respondents from the Department of Exercise Science & Management shared their research with their students the most
respondents from the Department of Psychology and the School of Environmental Science & Management most effectively promoted a culture of inquiry for students and staff
respondents from the School of Environmental Science & Management felt that the teaching and the curriculum is aligned with the schools’ research practices and research strengths
respondents from the School of Tourism & Hospitality provided a number of examples of engaging students in a community of researchers
respondents from the School of Arts & Social Sciences tend to engage students in inquiry-based learning more than other Schools/Departments
one respondent and one interviewee from the College of Indigenous Australian Peoples illustrated an integrated approach to research and teaching that is infused through the undergraduate curriculum via the principles of Educare and an Indigenist approach to community research
respondents from the School of Commerce & Management expressed the most frustration at not having the capacity to do research, and thus not being able to share this kind of scholarship with their students nor enhance their own teaching in this way
Dr Meg O'Reilly, Teaching & Learning Centre, Southern Cross University
7/9/09

7. Varied elements of TRN in practice at UOW
Your discipline
Your practice
Propose strategies for dissemination of participants’ TRN initiatives including a Special Issue of JUTLP in 2010.
Dr Meg O'Reilly, Teaching & Learning Centre, Southern Cross University
7/9/09

8. Thank you
Dr Meg O'Reilly, Teaching & Learning Centre, Southern Cross University
7/9/09

9. Dr Meg O'Reilly, Teaching & Learning Centre, Southern Cross University
7/9/09

10. Boyer’s Four Scholarships
Scholarship of Discovery – original research and advancement of knowledge
Scholarship of Integration – connecting and synthesising ideas across disciplinary boundaries
Scholarship of Application – development of knowledge through engagement with intellectual and ‘real world’ problems in the service of community (Engagement)
Scholarship of Teaching – transforming and extending knowledge through communicating the scholar’s understanding to enhance students’ learning
Back
Dr Meg O'Reilly, Teaching & Learning Centre, Southern Cross University
7/9/09