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Research knowledge transfer into teaching in the built environment

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Purpose – There is no automatic link between research and teaching in higher education institutions. Hence, in order to achieve a productive relationship, these two activities need to be linked through effective mechanisms. The research reported in this paper aims at identifying such strategies that are appropriate to a research-based department, in the built environment discipline. Design/methodology/approach – The paper identifies key issues related to this challenge through a literature review, and subsequently verifies those issues through an exploratory case study. Findings – The key finding from the study is that research-based departments are poor at transferring their research knowledge into teaching especially at undergraduate level. Even though there are informal strategies in existence, there is a strong need for formalising them. The paper utilises knowledge transfer and learning literature to fully understand the process. Originality/value – Drawing from the findings, the study develops a framework to enable the knowledge transfer from research into teaching. The framework provides useful guidance for research-based higher education departments in the built environment to transfer research knowledge into teaching in a formal and productive way.

Keywords: Environmental management; Higher education; Knowledge transfer; Research; Teaching; United Kingdom

Document Type: Research Article

Publication date: 2005-01-01

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