University academics’ experience of research and its relationship to their experience of teaching |
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| Authors: | Michael Prosser Elaine Martin Keith Trigwell Paul Ramsden and Heather Middleton |
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| Institution: | (1) University of Hong Kong, Hong Kong, China;(2) Victoria University, Melbourne, VIC, Australia;(3) Institute for Teaching and Learning, University of Sydney, Carslaw Building (F07), Sydney, 2006, Australia;(4) Higher Education Academy, Heslington, York, UK |
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| Abstract: | There has been a growing research debate over the relations between university teaching and research. This paper contributes
to that debate by describing the variation in the way university academics’ experience research, then linking that empirical
evidence with previous work to explicate the relations between variation in research, teaching, and understanding of the subject
matter being taught. Previous investigations have shown that conceptual change/student-focussed approaches to teaching are
associated with clear articulation of the important aspects of the subject matter being taught, how those aspects relate to
each other, and how the teacher situates their understanding of the subject matter in the field as a whole. However, teachers
who were unable to explain their understanding of their subject matter in these ways were more likely to experience their
teaching as a process of information transfer from a teacher-focussed perspective. Since the characteristics of the first
type of understanding subject matter resemble processes underlying the experience of active researchers, these findings seemed
to justify a more intensive search for evidence of the link between effective university teaching and research. Interviews
have been conducted with 37 university teachers who had strong publication and grant success records and who were teaching
and researching in similar topic areas. They represent a range of disciplines and universities, and from both the UK and Australia.
The study methods and results are described and we conclude that qualitative variation in the experience of research is related
(a) moderately to experience of teaching and (b) strongly to experience of understanding the subject matter.
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| Keywords: | Research– teaching relations Understanding of subject matter Approaches to teaching Experience of research Experience of teaching |
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