Linking research and teaching to benefit student learning

Mick Healey*

*Corresponding author for this work

Research output: Contribution to journalReview articlepeer-review

263 Citations (Scopus)

Abstract

Linking research and teaching is a topic of international interest. The links may take many different forms and may be found in all types of higher education institution. The main aim of the paper is to explore the complexity and contested nature of the research-teaching nexus in different national and institutional contexts, with particular reference to geography. It is argued that the relationship depends on how the terms 'research' and 'teaching and learning' are conceptualized. It is suggested that undergraduate students are likely to gain most benefit from research in terms of depth of learning and understanding when they are involved actively, particularly through various forms of inquiry-based learning. The development of such research-based curricula provides challenges to staff across the sector, not least because they may lead to finding new ways for staff and students to work together.

Original languageEnglish
Pages (from-to)183-201
Number of pages19
JournalJournal of Geography in Higher Education
Volume29
Issue number2
DOIs
Publication statusPublished - Jul 2005
Externally publishedYes

Keywords

  • Active learning
  • Concepts of research
  • Concepts of teaching and learning
  • Geography curriculum design
  • Inquiry-based learning
  • Linking research and teaching
  • Research-based learning
  • Research-teaching nexus

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