The VC’s Symposium on the Teaching-Research Nexus was held at the University on 3^rd October, 2001. There were over 70 participants from disciplines including Nursing, Nutrition, Accounting, Mathematics, Education and Engineering.

The main aim of the day was to examine how academics at the University perceive the link between teaching and research and to investigate ways in which the link may be strengthened. Keynote speakers and UoW contributors interacted with symposium delegates to explore practices that link the two.

The following recommendations came from both speakers at the symposium, findings from focus groups conducted at the University, and suggestions from the two sources below.

A summary of recommendations from the AAU Audit Panel

Woodhouse, D. (2001). The Research/Teaching Nexus in New Zealand Universities 1999-2001 to be published in the New Zealand Academic Audit Unit’s Series on quality, ASQ,

DETYA report Zubrick, A. Reid, I., & Rossiter, P. (2001) Strengthening the Nexus between Teaching and Research

University Level

Note * indicates points that need to be acted on

• *High level statements to include reference to the link specifically in the mission and vision statements of the University ie "teaching informed by research"

The University of Canterbury’s University Plan states that "the distinctive nature of teaching in a university is its interdependence with research in the development and communication of disciplinary knowledge".

One goal in the University of Otago’s Research Management Plan 2000-2004 is "to provide adequate resources and infrastructure to enable staff to undertake research required to inform their University teaching"

• *Develop a third plan ie Educational Management Plan, Research Management Plan, Teaching-Research Nexus Plan

• Have joint meetings with PVC, URC and the UEC, Deans and CEDIR for consideration to be given as to how research and teaching may interact. Have a person appointed as a Nexus representative with responsibility for nexus initiatives

• Academic position descriptions include specific reference to the importance of the nexus

• Promotion criteria call for evidence of the link; make transparent process eg give examples

• Staff appraisals comment on evidence of the link

• Leave applications should specify how the proposed leave will benefit both teaching and research

• Departmental reviews should include consideration of the link and require review panels to specifically comment on evidence of the link

• Awards for outstanding contribution to the link

• Grants for developing the link

• Awards for technical staff for their contributions of linking the two eg teaching research techniques to u/grad lab classes

Suggestions for course developers and coordinators

• Consideration be given for a balance of subjects to be taught by staff with qualifications in particular areas of research specialisation.

• Consideration be given that all undergraduate students be exposed to research and research processes by senior active researchers

• New subjects could, if possible, specify the manner in which teaching and research will be linked and how the specific objectives of the subject will link with the research interests of the teaching staff. Suggestion to refer in subject outlines to lecturers’ research publications. Ask course developers to explain how the course relates to research

• Develop specific strategies and objectives for achieving the link. Develop good practice guidelines for distribution to all academics to encourage the link

• Teaching and research are linked to agencies or community settings eg Linda’s work in the Smart Food Centre

• Provide adequate resources and infrastructure for academics to undertake research that will inform their teaching

• Provide infrastructure to promote collegial collaboration on linking teaching and research eg have a regular Teaching and Research Forum across disciplines and with other universities; circulate departmental submissions across disciplines so that dept.s learn from each other and have evidence of different ways to integrate the two; invite students to contribute their own experiences of the nexus; develop conversations among the University community to extend understanding of the nexus

• Staff development ie workshops, elective module in Introduction to tertiary teaching subject (ITT) to encourage academics to develop/strengthen the link

• Departments and schools required to produce portfolios of examples of direct effect research has had on their teaching and the influence of teaching on their research; detailed expectations need to be given to assist staff in showing ways in which they can integrate the two. Publish examples of best departmental portfolios — have rewards for departments and schools

Suggestions for students

• The ways by which students will be exposed to research, including what direct involvement they will have with research projects or discussion of recent research literature must be detailed.

• Include research methodologies in student coursework from first year on and acknowledge students’ contributions through literature searches, field data, dissertations etc

• Require all u/g students to undertake a supervised, independent research project around existing or developing research interests; provide opportunities for students to present research projects in University conference days

• Include research field trips in u/g subjects

• Assist students to become members of research teams while still engaged in supervised study — mentoring of students by PhD students and staff

• Mentoring to assist recently qualified doctoral students in developing their own research programs and to involve postgrad and undergrad in projects

• Postgraduate students to be able to take an ITT elective as part of their degree and to participate in other staff development initiatives eg workshops to skill them as teachers

• Evaluate students’ perceptions and experiences of the teaching-research nexus by University-wide survey of recent graduates

• Canterbury University identified a third way in which research and teaching may interrelate

1. the ‘transmission’ links ie teaching as a means to transmit new knowledge, and as a means of informing and enriching the research process
2. the ‘process’ link where the teaching model encourages students to engage in research-based approach to learning
3. the ‘research culture’ link where teachers and students work together on research projects

Woodhouse concludes his report on an optimistic note including observations that the concept of research is being broadened from a focus only on product to include process and culture; greater rewards are being given to teaching; and incentives are being introduced to integrate teaching and research.