the relationship between teaching and research jens-christian smeby centre for the study of...
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The relationship between teaching and research
Jens-Christian Smeby
Centre for the Study of Professions
Oslo University College
Teaching and Research 2
Outline
• Brief historical retrospect
• Specialisation of research
• Massification of higher education
• A myth?
• Direct and indirect relationships
• Curriculum design
• University mission
Teaching and Research 3
Research a relatively new task
• Professors originally primarily teachers
• Research function introduced 19th century
• Humboldt:– “Lehr- und Lehrnfreiheit” – Unity research and teaching: subjective
cultivation and scientific research– Harmony: autonomous and useful
Teaching and Research 4
Development of research
• Human understanding social and economic relevance of new knowledge
• Rapid growth and specialisation
• Focus on quality and efficiency
• Research knowledge production
Teaching and Research 5
Massification
• Increased number of students– Heterogeneity– Curriculum development
• Plurality of educational tasks
• Students as costumers
Teaching and Research 6
Myth?
Quality of research quality of teaching
Teaching and Research 7
Consequences of the myth
• Scholarship ignored
• Superiority of lecturer as researcher
• Cross-subsidization of research by teaching
• Defence of professors privileges?
Teaching and Research 8
Indirect relationships
• Research: keep teaching up to date
• Teaching: compensate specialisation in research
• Research: examples and commitment
• Research: a critical attitude to knowledge
• Exploration of spaces
Teaching and Research 9
Different types of synergy
Content of teaching is research based
Teachers and students jointly seeks the truth
Teaching and Research 10
Teaching:• Content research based
• Focus on research methods and processes
• Based on teachers own research
Teachers• Works in a research
university
• All teachers has research competence (PhD)
• All teacher conduct their own research
Students:Audience Participants
Teaching and Research 11
• Student-focused
• Students as participants
Emphasis onresearchcontent
Research-tutoredCurriculum emphasizes learning focused on student writing and discussing papers and essays
Research-basedCurriculum emphasizes studentsundertaking inquiry-based learning
Emphasis onresearchprocesses andproblemsResearch-led
Curriculum is structured around teaching subject content
Research-orientedCurriculum emphasizes teaching processes of knowledge construction in the subject
Source: Healey (2005)
Teacher focused
• Students as audience
Curriculum design
Teaching and Research 12
Research -> teaching
0 %
20 %
40 %
60 %
80 %
100 %
Undergraduatelevel
Masters level PhD level
To a little extnet
To some extent
To a great extent
Teaching and Research 13
Research -> teaching
0
10
20
30
40
50
60
70
80
90
100
Hum Soc Nat Med Tech
Percentage
Undergraduate level
Masters level
PhD level
Teaching and Research 14
Teaching -> research
0 %
20 %
40 %
60 %
80 %
100 %
Undergraduatelevel
Masters level PhD level
To a little extnet
To some extent
To a great extent
Teaching and Research 15
Teaching -> research
0
10
20
30
40
50
60
70
80
90
100
Hum Soc Nat Med Tech
Percentage
Undergraduate level
Masters level
PhD level
Teaching and Research 16
Graduate education
• Supervisors has to be researchers– Theoretical and methodological skills– Mentors
• Disciplinary differences:– Organisation of research– Paradigm development and specialisation
Teaching and Research 17
Synergy depends on:
• Educational level
• Disciplinary differences
• Types of teaching and research
• Challenge: exploration of space
Teaching and Research 18
University mission:
• Parsons and Platt: University forth function: ”social definitions of the situation”
• Clark: characteristic of university
• Habermas: communicative approach
• Implications of a knowledge society: – Uncertainty and complexity– Openness, reflexivity and dialogue