The research-teaching nexus in the humanities : variations among academics
Visser-Wijnveen, G.J.
Citation
Visser-Wijnveen, G. J. (2009, September 23). The research-teaching nexus in the humanities : variations among academics. ICLON PhD Dissertation Series. Retrieved from https://hdl.handle.net/1887/14018
Version: Corrected Publisher’s Version
License: Licence agreement concerning inclusion of doctoral thesis in the Institutional Repository of the
University of Leiden
Downloaded from: https://hdl.handle.net/1887/14018
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Table of contents
1. Introduction 13
1.1 Relevance 13
1.2 Theoretical framework 14
1.2.1 Quantitative and qualitative studies into the research‐teaching nexus
14
1.2.2 The importance of variety 16
1.2.3 The importance of beliefs 17
1.3 Context and research questions 18
1.4 Outline 19
1.4.1 First study 19
1.4.2 Second study 20
2. The relationship between academics’ conceptions of knowledge, research,
and teaching – a metaphor study 23
2.1 Introduction 24
2.1.1 Research‐teaching nexus 24
2.1.2 Conceptions 25
2.1.3 Metaphors 26
2.1.4 Research aim 27
2.2 Method 27
2.2.1 Sample 27
2.2.2 Interview protocol 28
2.2.3 Analysis 30
2.3 Results 31
2.3.1 Conceptions of knowledge 31
2.3.2 Conceptions of research 32
2.3.3 Conceptions of teaching 33
2.3.4 Relationships between conceptions 35
2.4 Conclusion and discussion 36
2.4.1 Conclusion and discussion 36
2.4.2 Methodological considerations and implications 38
3. The ideal research‐teaching nexus in the eyes of academics – building
different profiles 41
3.1 Introduction 42
3.1.1 Categorisations of the research‐teaching nexus 42
3.1.2 Research aim 45
3.2 Method 46
3.2.1 Sample 46
3.2.2 Procedure 46
3.2.3 Analysis 47
3.3 Results 49
3.3.1 Code book 49
3.3.2 Classification 51
3.4 Conclusion and discussion 55
3.4.1 Conclusion 55
3.4.2 Methodological considerations 58
3.4.3 Implications 58
4. The role of the discipline in the debate about the research‐teaching nexus 63
4.1 Introduction 64
4.1.1 Disciplinary differences 64
4.1.2 Disciplinary differences in research 66
4.1.3 Disciplinary differences in teaching 67
4.1.4 Disputing the importance of disciplinary differences 68
4.2 Context and research questions 69
4.3 Method 71
4.4 Results 72
4.4.1 Disciplinary relations 72
4.4.2 Relations concerning the preferred research‐teaching nexus 73
4.5 Conclusion and discussion 74
4.5.1 Conclusion 74
4.5.2 Discussion 76
4.5.3 Implications 77
5. Relating academics’ various ways of integrating research and teaching to their
students’ perceptions 81
5.1 Introduction 82
5.1.1 Teacher perspective 82
5.1.2 Student perspective 84
5.1.3 Research aim 87
5.2 Method 87
5.2.1 Sample 87
5.2.2 Procedure 87
5.2.3 Analysis 90
5.3 Results 91
5.3.1 Characterisation of courses 91
5.3.2 Student learning 94 5.3.3 Relationship between course characteristics and reported learning
outcomes 95
5.4 Conclusion and discussion 96
5.4.1 The relation between a research‐intensive learning environment and
student learning 96
5.4.2 Methodological considerations 97
5.4.3 Discussion 98
6. Change patterns in university teacher beliefs in the context of linking research
and teaching 103
6.1 Introduction 104
6.2 Context and research question 106
6.3 Method 108
6.3.1 Sample 108
6.3.2 Procedure 108
6.3.3 Instruments 109
6.3.4 Analysis 111
6.4 Results 112
6.4.1 Item analyses 112
6.4.2 Q‐pattern analysis 113
6.4.3 Change patterns 116
6.5 Conclusion and discussion 123
6.5.1 Conclusion 123
6.5.2 Methodological considerations 124
6.5.3 Implications 125
7. Conclusion and discussion 129
7.1 Short overview of the study 129
7.2 Main results and discussion 130
7.2.1 First study 130
7.2.2 Second study 135
7.2.3 Integration of studies 138
7.3 Main conclusions 141
7.4 Strengths and limitations of the study 142
7.4.1 Strengths 142
7.4.2 Limitations 143
7.5 Implications and suggestions for future research 145
7.5.1 Future research 145
7.5.2 Implications for practice 146
References 151
Summary 163
Samenvatting 173
Publications 183
Curriculum Vitae 187
Dankwoord 189
ICLON PhD dissertation series 191
