Abstract
ABSTRACT Teaching and research are both equally essential to postgraduate studies in architectural conservation. The interaction between them is also crucial. Various perspectives exist on the connection between teaching and research, including research-led, research-oriented, and research-based teaching. Thus, differences arise based on whether the focus is on research content or on research processes and problems, whether students are treated as audiences or as participants, and whether teaching is teacher- or student-centred. This article presents case studies (courses) that link teaching and research from a new interdisciplinary postgraduate programme at the University of Cyprus on architectural conservation. It also discusses this issue within the international context of teaching and research in architectural conservation.
Published Version
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