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International perspectives on student awareness, experiences and perceptions of research: implications for academic developers in implementing research-based teaching and learning

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Abstract:

This paper explores the implications of the effective integration of research, teaching and learning for academic development through the lens of an international multi-institutional comparison of student perceptions of research and its impact on their learning environment. The study, with a sample of over 500 final-year undergraduate students across three institutions in the UK and Canada, represents a spectrum of research and teaching intensive universities and is one of the largest exploring undergraduate student perceptions of research in the linking teaching and research literature. The results indicate a complex relationship between student perceptions and experiences of research and the type of institution, as well as the individual, institutional and national context. They also inform the discussion of particular issues that academic developers face and the strategies they use to improve the integration of research and teaching to benefit the undergraduate learning experience in their institution. Cet article explore les implications, pour le developpement pedagogique, de l'integration effective de la recherche, de l'enseignement et de l'apprentissage a l'aide de la lentille d'une comparaison internationale multi institutionnelle des perceptions etudiantes a l'egard de la recherche et de leur impact sur l'environnement d'apprentissage. L'etude, reposant sur un echantillon de plus de 500 etudiants en derniere annee de 1er cycle, provenant de trois institutions au Royaume-Uni et au Canada, represente un spectre d'universites centrees sur l'enseignement ou sur la recherche. L'etude constitue une des recherches les plus importantes au sujet des perceptions etudiantes a l'egard de la recherche dans la litterature portant sur le lien entre l'enseignement et la recherche. Les resultats indiquent une relation complexe entre les perceptions et les experiences des etudiants, et le type d'institution, de meme qu'avec les contextes individuel, institutionnel et national. Les resultats contribuent aussi a la discussion de questions particulieres auxquelles les conseillers pedagogiques font face ainsi que les strategies que ceux-ci utilisent en vue d'ameliorer l'integration de la recherche et de l'enseignement de facon a en faire beneficier l'experience d'apprentissage au 1er cycle au sein de leur institution.

Keywords: academic development; linking teaching and research; student experiences of research; student perceptions of research; teaching-research nexus

Document Type: Research Article

DOI: https://doi.org/10.1080/13601440802242333

Affiliations: 1: Centre for Learning and Teaching in Art and Design, University of the Arts London, London, UK 2: Student Services, Faculty of Agriculture, Life and Environmental Sciences, University of Alberta, Edmonton, Canada 3: Centre for Active Learning, University of Gloucestershire, Cheltenham, UK

Publication date: 2008-09-01

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