The research–teaching nexus: a case study of students' awareness, experiences and perceptions of research

By M. Healey, F. Jordan, Barney Pell, Christopher Short. 2010

193 citations recorded by the source corpus.

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.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/e4a6e5e69143b24386070cd29d53ce90bb5915e6

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1. Gita Bangera
2. Sara Brownell

Citations in the corpus

• Course-Based Undergraduate Research Experiences Can Make Scientific Research More Inclusive (2014, background): “It has been shown that few students are aware of the research aspects of universities when they apply to college (Healey  et  al., 2010) or in their introductory years (SpronkenSmith et al., 2013).”