The DOI matches its Crossref record; 41 of the 42 references it cites were found in a registry or an index.
The research–teaching nexus: a case study of students' awareness, experiences and perceptions of research
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This paper presents a case study of students' awareness, experiences and perceptions of research in a ‘new’ university in the UK. The findings are based on a questionnaire of almost 200 students and five small group interviews. Many of the students participating in this research perceived clear benefits to their learning from staff research, including being taught by enthusiastic staff, enhanced staff credibility, and the reflected glory of being taught by well‐known researchers. However, they also perceived disadvantages, particularly with regard to staff availability, and did not believe that staff research should take priority over their needs as learners. They recognised that their awareness of the nature of research and the development of research skills increased most when they were actively involved in undertaking research projects. Several students also perceived benefits for future employment from their participation in research activities. The questionnaire has been used by several other universities around the world to benchmark their practices.
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“Furthermore, some studies suggest that students may find learning in inquiry or researchbased modes beneficial (Healey et al., 2010; Spronken-Smith et al., 2008; Turner et al., 2008).”
From Teaching about Female Genital Mutilation/Cutting in Africa: complex questions of culture, “development” and human rights (2020) · cites this paper as Healey et al., 2010
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Cites
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1 of the 42 references couldn’t be matched to a known paper.
Research works printed but not linked: 15
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Course-Based Undergraduate Research Experiences Can Make Scientific Research More Inclusive
Bangera, G., & Brownell, S. E. (2014) · CBE—Life Sciences Education · doi:10.1187/cbe.14-06-0099 · Cited by 722
Examining the research/teaching nexus
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Learning through inquiry: a Global Health Hackathon
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Metadata
- Authors
- Healey, M., Jordan, F., Pell, B., & Short, C.
- Affiliations
- University of Gloucestershire (GB)
- University of the West of England (GB)
- Université de Valenciennes et du Hainaut-Cambrésis (FR)
- Corresponding author
- Healey, Mick
- Venue
- Innovations in Education and Teaching International
- Publisher
- Informa UK Limited
- Published
- 2010-05
- Volume
- 47
- Issue
- 2
- Pages
- 235-246
- ISSN
- 1470-3297 (ISSN-L)
- 1470-3300
- OpenAlex
- W2118571610
- Cited by
- 192
- References
- 42
- Citations by year
- 2026: 2 · 2025: 5 · 2024: 10 · 2023: 15 · 2022: 18 · 2021: 13 · 2020: 20 · 2019: 20 · 2018: 17 · 2017: 16 · 2016: 12 · 2015: 7 · 2014: 15 · 2013: 11 · 2012: 6
- FWCI
- 33.23
- Type
- journal article
- Language
- en
- Open access
- Licence
- cc-by-nc
- Locations
- Innovations in Education and Teaching International (publishedVersion)
- UWE Research Repository (UWE Bristol) (submittedVersion, cc-by-nc)
- UWE Research Repository (UWE Bristol) (submittedVersion, cc-by)
- Topics
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Education › Higher Education Practises and Engagement
- Social Sciences › Education › Higher Education Research Studies
- Keywords
- integration of teaching and research, student perceptions of research, research skills development, student research projects, staff availability, student employability, new universities, university teaching
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