Activating the teaching-research nexus in smaller universities: case studies highlighting diversity of practice

Abstract

The teaching-research nexus (TRN) has become an important process in the modern University, providingboth identity to university scholarship and a device for the integration of academics’ work. Over the lastdecade many reports have identified the need to both establish institution-wide processes to embed andsupport TRN, and assist in academic professional development in adopting TRN. This case study reports onesuch institutional project, focussing on one element of the staff development program, a TRN paneldiscussion by academics who have engaged TRN. The discussion was structured around the five TRNdimensions of: Learning through research; Research-led teaching; Researching teaching; Teaching informedresearch; Learning how to do research. By reflecting on their personal experiences, the presenters providedexample and discussion of the diversity of options within TRN. In evaluating this event, we consider thediversity of subtlety of TRN. There are clearly advantages for students and staff alike, and TRN allows thecurriculum to have a significant authenticity. In terms of teaching, research becomes a core learning tool andfoundation of the curriculum. TRN then becomes the catalyst for merging boundaries between teachers andlearners, lecturers and researchers: TRN becomes a truly two-way relationship.Teaching-Research Nexus, small university, case study, professional development, AustraliaThe SCU TRN Project Team has been supported by funding from the Faculty of Arts and Sciences. TheTeam wishes to especially acknowledge the support of Prof. Jenny Graham (the Faculty Dean) for the initialand continuing development of this project.William E. Boyd, Meg O'Reilly, Danny Bucher, Kath Fisher, Anja Morton, Peter Lynton Harrison, ElaineNuske, Rebecca Coyle, and Karyn Rendall