TY - JOUR
T1 - Turning teachers into academics? The role of educational development in fostering synergy between teaching and research
AU - Macfarlane, Bruce
AU - Hughes, Gwyneth
PY - 2009/2/17
Y1 - 2009/2/17
N2 - The history of educational development is rooted in the improvement of teaching techniques. As a result, centres or units have normally been located in central registrars or human resources departments, library, learning and technical support services, or established as semi?autonomous entities. The alignment of educational development with research at a teaching?led UK university marks a radical departure from these established patterns. The paper will explore some principles for the development of synergy between teaching and research through presenting the conceptual and strategic case for locating educational development in a university?wide Graduate School. This includes institutional commitment to renewing research capacity and the acceptance of a holistic model of academic practice and re?shaping of academic identity through strengthening the links between research and teaching via professional development. Three different approaches to bridging the cultural gap between teaching and research are compared and illustrated with examples from this case study
AB - The history of educational development is rooted in the improvement of teaching techniques. As a result, centres or units have normally been located in central registrars or human resources departments, library, learning and technical support services, or established as semi?autonomous entities. The alignment of educational development with research at a teaching?led UK university marks a radical departure from these established patterns. The paper will explore some principles for the development of synergy between teaching and research through presenting the conceptual and strategic case for locating educational development in a university?wide Graduate School. This includes institutional commitment to renewing research capacity and the acceptance of a holistic model of academic practice and re?shaping of academic identity through strengthening the links between research and teaching via professional development. Three different approaches to bridging the cultural gap between teaching and research are compared and illustrated with examples from this case study
U2 - 10.1080/14703290802646214
DO - 10.1080/14703290802646214
M3 - Article (Academic Journal)
VL - 46
SP - 5
EP - 14
JO - Innovations in Education and Teaching International
JF - Innovations in Education and Teaching International
SN - 1470-3297
IS - 1
ER -