The University of Southampton
University of Southampton Institutional Repository

Turning teachers into academics? The role of educational development in fostering synergy between teaching and research

Turning teachers into academics? The role of educational development in fostering synergy between teaching and research
Turning teachers into academics? The role of educational development in fostering synergy between teaching and research
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
1470-3297
5-14
Macfarlane, Bruce
3e2b9eb0-1772-4642-bb51-ab49cc5b748c
Hughes, Gwyneth
57f59b80-a72d-4b0b-8ee2-6e538a30c564
Macfarlane, Bruce
3e2b9eb0-1772-4642-bb51-ab49cc5b748c
Hughes, Gwyneth
57f59b80-a72d-4b0b-8ee2-6e538a30c564

Macfarlane, Bruce and Hughes, Gwyneth (2009) Turning teachers into academics? The role of educational development in fostering synergy between teaching and research. Innovations in Education and Teaching International, 46 (1), 5-14. (doi:10.1080/14703290802646214).

Record type: Article

Abstract

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

This record has no associated files available for download.

More information

Published date: 17 February 2009
Organisations: Southampton Education School

Identifiers

Local EPrints ID: 373887
URI: http://eprints.soton.ac.uk/id/eprint/373887
ISSN: 1470-3297
PURE UUID: bb8781af-2913-4345-94b4-db0a4951585f

Catalogue record

Date deposited: 29 Jan 2015 14:21
Last modified: 14 Mar 2024 18:59

Export record

Altmetrics

Contributors

Author: Bruce Macfarlane
Author: Gwyneth Hughes

Download statistics

Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.

View more statistics

Atom RSS 1.0 RSS 2.0

Contact ePrints Soton: eprints@soton.ac.uk

ePrints Soton supports OAI 2.0 with a base URL of http://eprints.soton.ac.uk/cgi/oai2

This repository has been built using EPrints software, developed at the University of Southampton, but available to everyone to use.

We use cookies to ensure that we give you the best experience on our website. If you continue without changing your settings, we will assume that you are happy to receive cookies on the University of Southampton website.

×