Amaratunga, D and Senaratne, S (2009) Principles of integrating research into teaching in higher education: Built environment perspective. International Journal of Construction Education and Research, 5(3), pp. 220-232. ISSN 1557-8771
Abstract
Integrating research-based knowledge with teaching has become an important area that needs prompt attention with the growing emphasis on student learning activities, quality assurance procedures, and research funding mechanisms within the U.K. higher education system. The link between research and teaching is not automatic. Thus, it needs to be formally created in higher education departments in order to achieve a productive relationship and manage research activities of university staff with teaching duties. The research study on which this paper is based aims to develop generic principles to enable transfer of research knowledge into teaching. This study differs from previous approaches in that it examines the research and teaching link as a two-way knowledge transfer process in the light of growing knowledge management viewpoints. This research uses the case study approach and has conducted five case studies that represent five disciplines. Finally, the research introduces principles of research to teaching transfer that are applicable to higher education institutions.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | higher education; knowledge transfer; learning; research; teaching |
| Index terms: | knowledge transfer, built environment, higher education, quality assurance, higher education institution, knowledge management, case study, research funding, duty |
| Subjects: | research management, contractual role, professional development, research dissemination and communication, data collection methods, educational institutions, infrastructure and transport systems, quality assurance |
| Topics: | Contract Administration, Education, Research Practice, Quality Management, Urban Studies, Digital Applications, Information Management |
| Descriptive scope: | 4 PCTE |
N.B. Descriptive scope is a count of how many of the five facets of empirical research are indicated by the words used in title, abstract and keywords. It is not intended as a judgement on the research; merely a count of the kind of word we would expect to indicate Phenomenon, Concepts, Theoretical framing, Empirical techniques, Analytical techniques. If all five are present, then a code of “5 PCTEA” will indicate this. If you feel the coding for this record is questionable, we welcome discussion around the terms we matched or the way we categorized them. The facet you would expect may not be coded, or a facet may be coded inappropriately. This can also bear on a larger question, of which facets should be treated as defining in construction management research. Please get in touch, and we will look at it. More details here