Literaturnachweis - Detailanzeige
| Autor/in | Griffiths, Barry J. |
|---|---|
| Titel | The Teaching-Research Nexus: Perceptions of Exchange Students in the United States and United Kingdom |
| Quelle | In: International Journal for the Scholarship of Teaching and Learning, 12 (2018) 2, Artikel 4 (6 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1931-4744 |
| Schlagwörter | Student Attitudes; Foreign Students; Cross Cultural Studies; Phenomenology; Research; Undergraduate Students; College Faculty; Foreign Countries; Faculty Workload; Student Characteristics; Teacher Student Relationship; Exchange Programs; United Kingdom; United States |
| Abstract | An extensive amount of study in recent years has focused on the relationship between teaching and research among academic staff, with many concluding that an environment of increased scrutiny and assessment has tilted the priority towards research. Few studies have looked at how students perceive the teaching-research nexus, and this paper offers a new perspective on the issue by considering the perceptions of exchange students from the United States and the United Kingdom. Data was collected by conducting in-depth interviews with twelve multidisciplinary students representing eight universities in the two countries, and an analysis conducted according to established phenomenological principles. The results suggest that exchange students have a high opinion of research, and generally do not believe that academic staff prioritise their own research to the detriment of undergraduate students. Exceptions are more prevalent in the United Kingdom, where research is more prominently discussed in the classroom. (As Provided). |
| Anmerkungen | Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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