CoChat
Sign Up
Cited by 192Evaluation of Teaching PracticesHigher Education Practises and EngagementHigher Education Research Studies

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

Open access
Healey, Mick, Jordan, Fiona, Pell, Barney, Short, Chris·2010·Innovations in Education and Teaching International
DOI 10.1080/14703291003718968
Open this paper in CoChat — free accountOpen PDF

Abstract

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.

Overview

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.1080/14703291003718968

Cites

41 of 41 references verified0 citation errors · 0 not checkable

Statistics

Verification

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Citations

Cites

Research works printed but not linked: 15

  1. Blackmore P., 2003, Educational Developments, 4, 24
  2. Childs P., 2007, Leading, promoting and supporting undergraduate research in the new university sector, National Teaching Fellowship Project
  3. 2004, HEFCE grant letter
  4. Foskett N., 2006, Changing fee regimes and their impact on student attitudes to higher education
  5. Harrington J., 2003, Research methods courses in undergraduate business programmes: An investigation. Report to the learning and teaching support network business education support team
  6. Healey M., 2005, Reshaping the university: New relationships between research, scholarship and teaching, 30
  7. Jenkins A., 2003, Re‐shaping higher education: Linking teaching and research
  8. Jenkins A., 2005, Institutional strategies to link teaching and research
  9. Kreber C., 2006, Exploring research‐based teaching (New Directions in Teaching and Learning No. 107)
  10. McNeill P., 1990, Research methods
  11. Pell B., 2003, Student experiences of the relationship between teaching and research/consultancy: The case of a new university
  12. 2004, Forum's advice to ministers on teaching and research
  13. Verburgh A., 2006, European Models of Synergy Between Teaching and Research in Higher Education, 105
  14. Willis, D. and Harper, J. Looking for learning: Postgraduate experiences of the teaching research nexus.Proceedings of the Symposium on Teaching and Learning in Higher Education, National University of Singapore. July6–7.
  15. Willis, D., Harper, J. and Sawicka, T.Putting the worms back in the can: Encouraging diversity in the teaching research nexus. Paper presented to HERDSA Annual International Conference. Melbourne, Australia. July, Retrieved September 16, 2008, fromhttp://www.herdsa.org.au/wp-content/uploads/conference/1999/pdf/Willis.PDF

Cited by

Sorted by citations

See all 192

Related

See all

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
ORCID
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
DOI
10.1080/14703291003718968
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

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review