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The Teaching-Research Nexus

Published onMar 23, 2020
The Teaching-Research Nexus
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Introduction

In 2005, Mick Healey introduced a teaching-research nexus framework to map different activities along two dimensions: the content of learning (what students learn) and the process of learning (how students are involved in learning). The content of learning can either be focused on research results or research processes and skills, and students can either be involved as participants or as an audience. Based on these two dimensions, four distinct approaches to establishing the TR nexus can be discerned: research-led, where students learn about current research; research-tutored, where students are engaged in research discussions; research-based, where students undertake research and inquiry; and research-oriented, where students learn about research methods and techniques.

A framework for linking teaching and research (adapted from Healey, 2005).

Considerations and thoughts

Patric’s thoughts on the Teaching-Research nexus

Reflection questions

MORE TO COME

Key literature

Healey, M. (2005). Linking research and teaching to benefit student learning. Journal of Geography in Higher Education29(2), 183-201.

Jenkins, A., & Healey, M. (2005). Institutional strategies to link teaching and research. York: Higher Education Academy.

Healey, M., & Jenkins, A. (2009). Developing undergraduate research and inquiry (p. 152). York: Higher Education Academy.

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