Parallel Session 6
Research-teaching nexus (RTN) is a term to uncover the association between research and teaching (Tight, 2016). It reflects the notion that academics working in higher education should be involved in both teaching and research activities. Similarly, students are expected to engage with conducting research as part of their learning experience at their institutions. Some benefits of the nexus may include enabling students to engage with research activities and stay up-to-date with recent developments in their field. It also provides academics with opportunities to develop new research questions through collaboration with students and disseminating their research.
The problem Over the past few decades, there have been increased discussions on the relationships between research and teaching in higher education, with critical evaluations of the link between the two and its potential consequences (Geschwind & Brostrom, 2015; McKinley et al., 2021). Significantly, existing evidence does not demonstrate a strong association between research and teaching in practice within higher education institutions (Braxton, 1996; Hattie & Marsh, 1996; Marsh & Hattie, 2002). While some argue that the relationship between these two constructs may exist within a nuanced range of relationships, such as funding mechanisms, and value-orientations of academic staff (Coate et al., 2001), and is subject to influence from a variety of factors that change over time, such as career stage of staff, academic disciplines, the type of the institution ( McKinley et al., 2021). Additionally, external factors, including natural events, can significantly impact the academic and educational sectors. For example, the COVID-19 pandemic has fundamentally altered the dynamics of research and teaching activities and how academic institutions operate (Piotrowski & King, 2020). Consequently, the experiences and knowledge gained during this period may lead to long-term changes in how research and teaching are conducted, with an increased emphasis on digital technologies, flexible teaching/learning opportunities, and the integration of online and in-person teaching and learning.
To gain a comprehensive understanding of ‘what happens in practice’ (Tight, 2016, pp. 293), particularly in the aftermath of a global pandemic that has affected teaching and research dynamics, it is crucial to undertake a detailed exploration of the nexus in higher education institutions. This may reveal important findings related to the (dys)functionality and characteristics of the RTN across different disciplines and stakeholders within the post-pandemic world (Hordósy & McLean, 2022), shedding light on its practice within higher education settings.
How we address the problem: Exploration is primarily needed regarding the perceptions of students studying at different institutions in various countries with different RTN practices and from various disciplines. Additionally, it is essential to gather insights from a variety of perspectives, including academics who may be in their early career stage and with very little teaching experience as well as graduate students who are preparing for their future academic careers. The papers presented here will provide a comprehensive understanding of the RTN and how it is shaped and experienced across different disciplines, countries, and perspectives.
For example, Wu’s study unveils what types of RTN are experienced by business school undergraduates at research-intensive universities in China and the UK, and how these students engage with the RTN. The findings from the thematic analysis of focus group interviews and exploratory factor analysis of a questionnaire-based survey help inform practical and effective RTN implementation in undergraduate education.
Hordosy and Yasdiman explore perceptions of sociology students (both undergraduate and postgraduate) regarding their disciplinary choice across three countries: Norway, England and Hungary. Using the thematic analysis of the interviews, they investigate the interpretations of sociology students from three different nations regarding becoming a sociologist while engaging in extensive discussions around research and teaching practices within their departments.
Lu’s study looks into graduate students' experience and their preparedness for academic careers in PhD programs at a public university in Canada. Survey results and related findings from this research provide insights for effective teaching and research involvement during graduate student’s academic journey.
Liu’s study, meanwhile, explores early career academics’ experience on RTN in the field of social sciences. This study seeks to understand the changing academic identity (as related to the RTN) of ECAs in China's transitioning universities. sing a phenomenological interview approach, Liu explores what changes the Chinese Double First Class University Scheme's policy context has brought to the selected schools’ RTN. Potential findings from this study may inform effective strategies for integrating teaching and research in higher education. In return, associated with Wu, Hordosy and Yasdiman, and Lu’s research from students’ perspective.