University of Hertfordshire

From the same journal

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Original languageEnglish
Number of pages13
JournalInnovations in Education and Teaching International
Journal publication date16 Apr 2018
DOIs
StateE-pub ahead of print - 16 Apr 2018

Abstract

This article explores a universal issue in higher education: how in
practice can we secure the most productive relationships between
the research universities pursue and the education they provide? It opens by drawing from three recent international literature reviews summarising research on research-teaching links, sometimes termed a ‘nexus’. It then proceeds inductively to analyse grounded empirical data from practitioners in an English post-1992 University. This data describes what participants think should change and where, to increase its amount and quality. To illuminate how things might change, the same data is then re-analysed deductively against six ‘lessons learnt’ from a 2012 review of literature examining the diffusion of innovative teaching and learning in higher education. Lessons are confirmed or lacunae pointed out, before the concluding discussion
offers recommendations and observations for universities pursuing research-rich education.

Notes

This document is an Accepted Manuscript of an article published by Taylor & Francis Group in Innovations in Education and Teaching International on 16 April 2018, available online at: https://doi.org/10.1080/14703297.2018.1462226. Under embargo until 16 October 2019.

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