Students making progress and the 'research-teaching nexus' debate

Students making progress and the 'research-teaching nexus' debate

The paper draws on an extensive literature search about the 'research-teaching nexus', insights from interviewing twelve university history lecturers about student progress in undergraduate degrees, and ideas about the role of disciplines in student learning to argue (i) that the education...

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Bibliographic Details
Published in:Teaching in higher education Vol. 9; no. 4; pp. 407 - 419
Main Authors: McLean, Monica, Barker, Hannah
Format: Journal Article
Language:English
Published: Taylor & Francis Ltd 01-10-2004
Taylor & Francis Group Journals
Subjects:
College Faculty
Educational Objectives
Educational Research
History
Intellectual Disciplines
Interviews
Skill Development
Teacher Attitudes
Transfer of Training
Undergraduate Students
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Summary:The paper draws on an extensive literature search about the 'research-teaching nexus', insights from interviewing twelve university history lecturers about student progress in undergraduate degrees, and ideas about the role of disciplines in student learning to argue (i) that the educational goal for students of 'becoming a practising historian' is more desirable than 'acquiring transferable skills'; and (ii) that research activity is a 'strong condition' for teachers of university history to pursue the former.
ISSN:1356-2517
1470-1294
DOI:10.1080/1356251042000252354