Enhancing learning with research:

A working paper

Definitions

For the purposes of this paper the following definitions have been used:

 

Research:	Research is an intellectually controlled investigation which leads to advances in knowledge through discovery and codification of new information or the development of further understanding about existing information and practice (NZQA, 1996, p. 24, cited in Woodhouse, 1998, p. 42).
Teaching	Teaching is a multidimensional activity that seeks to promote quality learning through a student-centred interaction between the teacher, student and the curriculum (UTDC statement about teaching and learning at VUW).
Learning	Quality learning involves the acquisition, understanding and application of disciplinary and interdisciplinary knowledge, skills and attitudes. It is enhanced through the use of a variety of effective teaching strategies that seek to actively involve students in the learning process, well designed courses and programmes of study with appropriate assessment tasks (UTDC statement about teaching and learning at VUW).

Introduction

While numerous studies have been carried out into the relationship between good teaching and good research, no significant correlation has been found (Brew & Boud, 1995a, 1995b; Hattie & Marsh, 1996). Despite this, Hattie and Marsh (1996, p. 533) still conclude that universities need to "[improve] the nexus between research and teaching." They say that "the aim is to increase the circumstances in which teaching and research have occasion to meet, and to provide rewards not only for better teaching or for better research but for demonstrations of the integration of teaching and research." They also suggest strategies for doing this that link improved teaching and research to increased quality in student learning.

 David Woodhouse's (1998), director of the Academic Audit Unit (AAU) also makes it clear that universities have to promote links between teaching and research, because it is stated in the Education Amendment Act (1990). This legislation requires universities to ensure that "research and teaching are closely interdependent" and that their programmes are "taught mainly by people engaged in research" (ibid). Woodhouse (1998) indicates that, in response to this legislation, audits of universities will include:

• "checks that the teaching is done mainly by people involved in research". This is interpreted as including, not only individuals actively engaged in research, but also those in departments which are active and where research ideas and developments are shared
• investigation of "whether there are policies to encourage a research/teaching link"
• investigation of "whether these policies are effective"
• investigation of "the effect of the link" (Woodhouse, 1998, pp. 45-6).

This paper is prompted by the upcoming academic audit of Victoria University and the need to demonstrate attempts to meet requirements of the legislation as discussed by Woodhouse (1998). Also, because the teaching-research nexus is clearly linked with improving student learning, the paper discusses what is meant by the "teaching-research nexus", the links with learning, and what the University and academics can do to meet legislated requirements and strengthen the links.

The teaching-research nexus

 The extensive literature about the teaching-research nexus includes a range of perspectives on the concept. Boyer’s (1990) model of scholarship has been widely accepted by writers as authoritative on the question of the role of both research and teaching. He refers to four types of scholarship, summarised by Paul Ramsden (1998, p.19, cited in UTDC, 1998):

•  the scholarship of discovery—original research and the advancement of knowledge
• the scholarship of integration—connecting ideas and synthesis across discipline boundaries
• the scholarship of application—assembling knowledge through an interaction between intellectual and 'real world' problems of practice
• the scholarship of teaching—transforming knowledge through bridging the gap between the scholar's understanding and the student's learning.

Boyer’s view, thus recognises the value of both teaching and research, as worthy of scholarship, and that they interact with each other within the role of an academic.

Ruth Neumann (1992; 1996) also found in her qualitative study with senior academics, that research and teaching interact within one role. She found the nexus to be operating at three levels:

• the tangible nexus was seen by participants as relating to the transmission of advanced knowledge and skills
• the intangible nexus consisted of two processes—(a) the development in students of an (analytical) approach and a (positive) attitude/approach towards knowledge, and, (b) for academics, the stimulation of new thinking (from their students’ questions), and clarification of their thinking about their ideas, through having to structure their research concepts clearly
• the global nexus refers to the interaction between teaching and research at the departmental level, and to the direction and framework this provides for courses (Neumann, 1996).

The research outline above implies not only that there are a variety of ways in which the research-teaching nexus operates, but also that there is a strong relationship with learning.

Students' experiences of lecturer research

 Recent research in the United Kingdom by Lindsay and Jenkins (1998) provides some useful insights on how students perceive the effect of lecturer research on student learning. The study found that the students were twice as likely to be positive than negative about it. While the students expressed concerns about the lack of availability of lecturers doing research, and ignorance about the purpose of their research and the research expectations placed on academics, they still thought that staff needed to research. The positive effects they perceived included:

• the enthusiasm of lecturers in class
• the currency of their knowledge
• their ability to illustrate from personal experience
• their credibility (Lindsay & Jenkins, 1998, p. 15).

Lindsay and Jenkins conclude that there is a need to "move beyond the idea of competition between lecturing and research and seek to maximise the benefits which student enjoy as a result of lecturer research …".

Teaching, research and learning

Garnett and Holmes (1995, p. 52) and Brew and Boud (1995a) are very clear that they see discussions about the research-teaching nexus as irrelevant due to the inconclusive findings of numerous studies. Like Lindsay and Jenkins (1998), they are interested in the link between teaching/reserach and student learning. Brew and Boud focus on how research and teaching can enhance learning. They take the view that research and learning are similar processes, as both involve the learning, discovery or construction of knowledge, and that they are therefore inseparable.

 Garnett and Holmes (1995) also discuss the "symbiotic relationship between research and teaching" and the connection of these to quality learning. They pose three key questions which bring the focus of the discussion on these relationships back to improving learning and research:

What are the aims of higher education?

How can research be used to enhance learning?

How can teaching help develop research?

These are useful questions to address, considering that a major aim of higher education is to contribute to knowledge through the provision of quality learning and the development of quality research.

What follows, therefore, is an exploration of how research and student learning can be enhanced through strengthening links between teaching, learning and research (by both academics and the University).

Enhancing learning with research

One obvious way in which research is used in teaching is in underpinning curriculum, especially at post-graduate level (Garnett & Holmes, 1995). Research can be incorporated into teaching to enhance learning in a number of other ways:

• if research findings are disseminated in lectures and tutorials, the intended learning outcomes of the course need to be considered, to ensure that the information discussed is relevant and useful to the students
• research can also provide teachers with a framework for the development of up-to-date course material and research-related projects (Garnett & Holmes, 1995)
• latest research into teaching and learning suggests that actively engaging with content is a way of gaining in-depth understanding of the concepts. An effective way of achieving this is by having students carrying out research (Brew & Boud 1995b, p. 270) or being involved in discussions about the ideas, and thus increasing the "opportunity for enquiry and critique" (Garnett & Holmes, 1995)
• having students (especially postgraduates) engage in research that is relevant to their professional and academic interests is particularly useful in establishing and maintaining links between theory and practice. This helps to keep both teachers and students in touch with industry, professional practice and world affairs (Garnett & Holmes, 1995)
• another approach to linking research, teaching and learning is by students and teachers engaging in collaborative research. This is useful for inducting students into research methods, and for teachers to gain fresh views on research ideas through student questions and discussion. This approach is likely to promote confidence in both student and teacher.

Research into teaching and learning

A key way in which learning and teaching can be enhanced with research is through the direct study of these processes and their relationship. There is already much existing research on how to think about and enhance learning through teaching.

• research also shows that the systematic study of teaching practice can lead to changes and improvement (e.g. Carr & Kemmis, 1986; Zuber-Skeritt, 1994)
• research suggests that there are differences in teaching approaches between disciplines (Prosser, Trigwell & Taylor, 1994). This suggests that it would be fruitful to research issues for teaching and learning in relation to disciplinary or professional areas. One way of doing this is through engaging in action research focused on particular aspects of teaching practice or student learning. Another is through qualitative studies of the relationships between teachers' conceptions and teaching approaches
• taking part in formative peer reviews of teaching, involving reflection on practice and peer feedback on programme planning, teaching practice and assessment of student learning, is another way of engaging in research into teaching practice.

The benefits of teaching for research

Little research has been carried out into the benefits of teaching for research (Garnett & Holmes, 1995). However, it makes sense that incorporating research into the curriculum is beneficial not only to the student but also for the teacher/researcher.

• by sharing research, a teacher/researcher can develop and clarify ideas about their field of study and research method (Garnett & Holmes, 1995; Neumann, 1992). By planning presentations about research projects and ideas, teachers have to be coherent and well structured in their explanations. This process of thinking through ideas and method is also useful for highlighting areas in the research that need to be changed or improved
• discussions with students can also help generate new ideas for research and highlight problems with method
• discussing research in the classroom is a very cost effective way to test and develop ideas (Garnett & Holmes, 1995).

Summary

Clearly, as Garnett and Holmes (1995) and Brew and Boud (1995a, 1995b) argue, research, teaching and learning can relate in a symbiotic way for the benefit of each other. They do this through the use of research findings in the classroom; through the use of research to model ways of thinking; through teaching research methods and attitudes, and having students carry out their own research; through carrying out collaborative research with students; through research into teaching practice and student learning; through getting research ideas from student questions.

Recommendations

There are clearly numerous ways in which the relationship between teaching and research can be strengthened to enhance learning. The following recommendations provide a starting point for discussion and development at Victoria University:

Academics can strengthen the link between teaching, learning and research by:

• learning from the existing literature on research into teaching and learning, especially in their discipline (for example, in higher education journals and journals focused on education within disciplines)
• engaging in research into their teaching (for example, through research into the latest ways of enhancing learning in their discipline area, or carrying out systematic research into improving teaching and assessment practices)
• reframing both research and learning as processes of enquiry or ways of "making meaning" (Brew & Boud, 1995b)
• starting with learning outcomes and student needs, and exploring how research can be used to create useful, stimulating lessons. For example, making explicit to students how a particular research project has been carried out, is one way of introducing students to research or thinking within a discipline
• exploring ways of having students engage in their own research. For example, set tasks that require students to investigate an area of application within a discipline and guide them through the appropriate research process from posing the question, to collecting and analysing data, to drawing useful conclusions
• using assessment processes that reward deep rather than only surface learning (Hattie & Marsh, 1998).

Schools can strengthen the links by:

• incorporating objectives about linking teaching-research-learning into their teaching and learning plans
• planning seminars at School or Department level
• rewarding academics who demonstrate (for example through their professional portfolios) that they have effectively enhanced the quality of student learning by integrating their teaching and research
• rewarding teachers who teach current material and self assess at all stages of the teaching /learning process (Hattie & Marsh, 1998)
• considering work placements for students in research settings, and vacation work for students as research assistants (Woodhouse, 1998)
• ensuring the best researchers teach across all year levels (Hattie & Marsh, 1998).

The University can strengthen the links by:

• developing policies to encourage a teaching-research link (Woodhouse, 1998)
• recognising teaching as a form of scholarship (Boyer, 1990) and encouraging research activity into teaching and learning (ASDUNZ, 1998)
• rewarding teaching publicly (as for research), for example, through promotions and tenure (Hattie & Marsh, 1998)
• developing performance indicators that encourage the integration of research and teaching (ibid; Hattie & Marsh, 1998)
• encouraging the debate on the research-teaching nexus in the contexts of quality learning and legislative requirements (ibid)
• funding research into teaching and learning in the University generally and within disciplinary contexts (ibid; Hattie & Marsh, 1998). For example, Otago University has explicitly allocated funds to research into teaching and learning effectiveness
• funding research into the effectiveness of its policies on the teaching-research nexus.

UTDC can assist in strengthening the links by:

• finding out where research into teaching and learning is happening at the University and encouraging a culture where this is possible (ASDUNZ, 1998)
• carrying out research specifically identifying examples of good practice which demonstrate the integration of teaching, learning and research, including an exploration of possible disciplinary differences
• facilitating the teaching/learning/research debate as a way of raising consciousness of the possibilities for enhancing student learning and for AAU audits (ibid)
• addressing the links between teaching/learning/research as part of orientation of new staff (ibid)—specifically looking at strategies for integrating teaching and research to enhance learning
• working with staff on ways to use research in their teaching, e.g. through portfolios; teaching about research processes; modelling and making explicit research processes; peer review of teaching (ibid)
• promoting the use of teaching processes that emphasise the construction of knowledge by students rather than imparting knowledge (Hattie & Marsh, 1998)
• promoting the use of teaching and assessment processes that encourage enquiry learning (ibid). For example, use interactive, student-centred approaches that ensure students question and challenge concepts and frameworks, and use assessment tasks that require students to demonstrate a deep engagement with disciplinary concepts and processes
• continuing to be involved in policy development (ibid).

References

ASDUNZ (1998), Teaching/research nexus. Notes from a group discussion at ASDUNZ, Wellington, 17-19 November.

Boyer, E. (1990), Scholarship reconsidered: Priorities for the professoriate. Carnegie Foundation.

Brew, A. & Boud, D. (1995a), Research and learning in higher education, in B. Smith & S. Brown (Eds), Research, teaching and learning in higher education (pp. 30-39). London: Kogan Page.

Brew, A. & Boud, D. (1995b), Teaching and research: establishing the vital link with learning, Higher Education, 29 (3), 261-273.

Carr, W. & Kemmis, S. (1986) Becoming critical: Education, knowledge and action research. Australia: Deakin University.

Garnett, P. & Holmes, R. (1995), Research, teaching and learning: A symbiotic relationship, in B. Smith & S. Brown (Eds), Research, teaching and learning in higher education (pp. 49-57). London: Kogan Page.

Lindsay, R. & Jenkins, A. (1998), Do students suffer when teachers learn? HERDSA News, 20 (3), 14-16.

Martin, E. & Ramsden. P. (1996), Recognition of good university teaching: Policies from an Australian study. ultiBASE. (http://ultibase.rmit.edu.au/Articles/marti1.html)

Neumann, R. (1992), Perceptions of the teaching-research nexus: A framework for analysis, Higher Education, 23, 159-171.

Neumann, R. (1996), Researching the teaching-research nexus: A critical review, Australian Journal of Education, 40 (1), 5-18.

Prosser, M., Trigwell, K. & Taylor, P. (1994) A phenomenographic study of academics’ conceptions of science learning and teaching, Learning and Instruction, 4, 217-231.

Smith, B. & Brown, S. (Eds), Research, teaching and learning in higher education. London: Kogan Page.

University of Auckland (1998), Teaching and learning: Integrating research and teaching. Unpublished draft policy document.

UTDC (1998), Towards a strategic plan 1998-2009: Response from the University Teaching Development Centre. Unpublished paper.

Woodhouse, D. (1998), Auditing research and the research/teaching nexus, New Zealand Journal of Education Research, 33 (1), 39-53.

Zuber-Skeritt, O. (1992) Professional development in higher education: A theoretical framework for action research. London: Kogan Page.

Garnett and Holmes' (1995) models

Garnett and Holmes (1995) offer a useful model for how both students and academic can benefit from research (see figure 1):

 

Figure 1 The benefits of research in teaching and learning

 

Figure 2 The benefits of teaching and learning in research

Garnett and Holmes' (1995) model (Figures 2 and 3) shows the benefits of teaching and learning in diagrammatic form for working with undergraduate and postgraduate students.

 

Figure 3 Benefits of teaching and learning in research

Garnett and Holmes take up the idea, similar to Boyer's, of teaching as a form of scholarship and again provide a clear representation of this relationship as shown in Figure 4.

 

Figure 4 Teaching—a form of scholarship