پیوند آموزش و پژوهش در دانشگاه: مرور نظام‌مند

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری مدیریت آموزشی، دانشگاه فردوسی مشهد

2 دانشیار گروه مدیریت آموزشی و توسعه منابع انسانی، دانشگاه فردوسی مشهد

چکیده

یکی از چالش‌های اساسی حوزه آموزش عالی، «چگونگی پیوند آموزش و پژوهش» است. هدف اصلی در این نوشتار، مرور پیشینه پژوهشی درباره پیوند آموزش و پژوهش به‌عنوان کارکردهای اصلی دانشگاه است. برای دستیابی به این هدف از روش مرور نظام مند بهره گرفته شد. پس از جستجو، غربالگری و ارزیابی مطالعات انجام گرفته، ۳۹ مطالعه به‌عنوان نمونه پژوهش بررسی شد. بدین ترتیب، شواهد پژوهشی مرتبط در پایگاه‌های اطلاعاتی معتبر (امرالد، سیج، اسپرینگر، ساینس دایرکت، مگیران، اس ای دی و نورمگز) در بازه زمانی 2018-2013 شناسایی و استخراج شدند. ضمن تحلیل محتوای آنها، نتایج پژوهش در پاسخ به این پرسش اساسی که چه عواملی بر پیوند آموزش و پژوهش مؤثرند، ترکیب شدند. تحلیل نتایج به دست آمده، نشان‌دهنده آن بود که پیوند آموزش و پژوهش در دانشگاه از فعالیت‌های جاری در کلاس، فرایندهای جاری در ساختار نظام آموزش عالی، زیرساخت‌های موجود در نظام آموزش عالی و تعامل دانشگاه با محیط متأثر است. از این‌رو، چنین به نظر می رسد که برقراری این پیوند در دانشگاه به سه عامل اساسی از جمله برنامه درسی، اعضای هیئت علمی و دانشجویان معطوف است که توجه به آن از سوی سیاست‌گذاران آموزشی، ضرورت می‌یابد.

کلیدواژه‌ها


عنوان مقاله [English]

The Relation between Teaching and Research in Academia: A Systematic Review

نویسندگان [English]

  • Afsaneh Sargazi 1
  • Rezvan Hosseingholizadeh 2
1
2
چکیده [English]

One of the key challenges in higher education is how to link teaching to research. The main purpose of this study is to review the literature on the relation between teaching and research as the main functions of academia. To this end, systematic review was employed. After searching, screening and evaluating the papers published, 39 studies were selected as the sample of the study. The relevant studies in valid databases (Emerald, Sage, Springer, Science Direct, Magiran, SID and Noormags) in 2013-2018 timespan were thus identified and extracted. After analyzing their content, the research results were combined to answer the fundamental question of what factors would influence the link between teaching and research. According to the results obtained, the link between teaching and research in university is informed by current classroom activities, current processes in the structure of higher education system, existing infrastructure in higher education system, and university interaction with the environment. Therefore, it seems that establishing this link in the university focuses on three essential factors including curriculum, faculties and students that need to be addressed by educational policy makers.

کلیدواژه‌ها [English]

  • Teaching
  • Learning
  • Research
  • University
جاهد، حسینعلی؛ و خسروی، الناز (1397). شایستگی‌های آموزشی و پژوهشی مورد نیاز دانشجویان برای موفقیت در زندگی دانشگاهی. راهبردهای آموزش در علوم پزشکی، ۱۱(۱)، 49 – 58.
سلیمی، قاسم؛ شفیعی، مریم؛ کشاورز، فهیمه؛ و حیدری، الهام (1396). ارزیابی شایستگی‌های اعضای هیئت علمی فنی و مهندسی جهت تحقق رسالت دانشگاهی در افق 1404: جایگاه شایستگی تدریس از منظر دانشجویان دکتری. پژوهش‌های برنامه درسی، 7(2)، 43-66.
سلیمی، قاسم؛ محمدی، مهدی؛ و نثار، زینب (1396). واکاوی تجارب اعضای هیئت علمی در ارتباط با شایستگی‌ها و پویایی‌های تدریس و پژوهش در فرایند بین‌المللی‌شدن آموزش عالی: پژوهشی کیفی.تدریس‌پژوهی، 5(2)، 109-135.
قورچیان، نادرقلی؛ جعفری، پریوش؛ قانعی، مصطفی؛ و شایان، شهرام (1393). پیوند بین آموزش و پژوهش در دانشگاه‌های برتر جهان: مطالعه مروری با ارائه الگوی مفهمومی. آموزش در علوم پزشکی، 14(8)، 711-720.
نوروزی، عباسعلی؛ ابوالقاسمی، محمود؛ و قهرمانی، محمد (1394).بررسی موانع تولید علم از دیدگاه اعضای هیئت علمی دانشگاه شهید بهشتی.رهیافتی نو در مدیریت آموزشی، 6(22)، 77-108.
Ahammed, F.; Hassanli, R.; Iqbal, A. & Corcoran, P. (2017, November). Effectiveness of Teaching Research Nexus to Enhance Students' Learnings. In 2017 7th World Engineering Education Forum (WEEF) (PP. 434-438). IEEE.
Akhmat, G.; Zaman, K.; Shukui, T.; Javed, Y. & Khan, M. M. (2014). Relationship between educational indicators and research outcomes in a panel of top twenty nations: Windows of opportunity. Journal of Informetrics, 8(2), 349-361.
Artés, J.; Pedraja-Chaparro, F. & Del Mar Salinas-JiméneZ, M. (2017). Research performance and teaching quality in the Spanish higher education system: Evidence from a medium-sized university. Research Policy, 46(1), 19-29.
Bandeira, C. L. (2013). Methods Teaching through a Discipline Research-Oriented Approach, POLITICS, 33(3), 207–219.
Barbre III, J. O. & Buckner, B. J. (2013). Utilizing action research during student teaching: Should every teacher preparation program be doing this? SAGE Open3(1), 2158244013482468.
Bianchini, S.; Lissoni, F. & Pezzoni, M. (2013). Instructor characteristics and students’evaluation of teaching effectiveness: evidence from an Italian engineeringschool. European Journal of Engineering Education, 38(1), 38–57.
Bennett, S.; Whitehead, M.; Eames, S.; Fleming, J.; Low, S. & Caldwell, E. (2016). Building capacity for knowledge translation in occupational therapy: learning through participatory action research. BMC Medical Education, 16(1), 257.
Berbegal-Mirabent, J. (2018). The influence of regulatory frameworks on research and knowledge transfer outputs: An efficiency analysis of Spanish public universities. Journal of Engineering & Technology Management, 47, 68-80.
Blessinger, P., & Carfora, J. M. (2015). Inquiry-based learning for science, technology, engineering, and math (STEM) programs: A conceptual and practical resource for educators. Emerald Group Publishing.
Böttcher, F. & Thiel, F. (2018). Evaluating research-oriented teaching: a new instrument to assess university students’ research competences. Higher Education, 75(1), 91-110.
Brennan, L.; Cusack, T.; Delahunt, E.; Kuznesof, S. & Donnelly, S. (2017). Academics’ conceptualisations of the research-teaching nexus in a research-intensive Irish university: A dynamic framework for growth & development. Learning & Instruction, 60, 301-309
Brew, A. (2013). Understanding the scope of undergraduate research, a framework for curricular and pedagogical decision-making. Higher Education, 66(5), 603–618.
Brew, A. (2010). Imperatives and challenges in integrating teaching and research. Higher Education Research & Development, 29 (2), 139-150.
Buckley, C. A. (2011). Student and staff perceptions of the research–teaching nexus. Innovations in Education & Teaching International, 48(3), 313-322.
Burke-Smalley, L. A.; Rau, B. L.; Neely, A. R. & Evans, W. R. (2017). Factors perpetuating the research-teaching gap in management: A review and propositions. The International Journal of Management Education, 15(3), 501-512.
Bak, H-J. & Kim, D. H. (2015). Too much Emphasis on Research? An Empirical Examination of the Relationship Between Research and Teaching in Multitasking Environments, Res High Educ
Çardak, Ç. S. & Selvi, K. (2016). Increasing teacher candidates' ways of interaction and levels of learning through action research in a blended course. Computers in Human Behavior, 61, 488-506.
Cebrián, G. (2017). A collaborative action research project towards embedding ESD within the higher education curriculum. International Journal of Sustainability in Higher Education18 (6), 857-876.
Cerchione, R. & Esposito, E. (2016). A systematic review of supply chain knowledge management research: State of the art and research opportunities. International Journal of Production Economics, 182, 276-292.
Clark, T. & Hordosy, R. (2019). Undergraduate experiences of the research/teaching nexus across the whole student lifecycle. Teaching in Higher Education, 24(3), 412-427.
Elton, L. (2001). Research and teaching: What are the real relationships? Teaching in Higher Education, 6(1), 43–56.
Haaker, M. & Morgan-Brett, B. (2017). Developing research-led teaching: two cases of practical data reuse in the classroom. Sage Open, 7 (2), 2158244017701800.
Hajdarpasic, A.; Brew, A. & Popenici, S. (2015). The contribution of academics’ engagement in research to undergraduate education. Studies in Higher Education, 40(4), 644–657.
Healey, M. (2005). Linking research and teaching: exploring disciplinary spaces and the role of inquiry-based learning. Reshaping the University: New Relationships between Research, Scholarship & Teaching, 67-78
Homewood, J.; Rigby, B.; Brew, A. & Rowe, A. (2011). Research enhanced learning and teaching, Macquarie University institutions in Beijing, Mainland China, High Educ. International Relations in the UK: A Survey of Practices & Attitudes, 35(1), 99–110
Ismail, N. A.; Welch, C. & Xu, M. (2013). Towards a sustainable quality of university research: knowledge sharing. Knowledge Management Research & Practice, 13(2),1–10
Jansen, D. A.; Jadack, R. A.; Ayoola, A. B.; Doornbos, M.; Dunn, S. L.; Moch, S. D.; Moore, M. L. & Wegner, G. (2017). Embedding Research in Undergraduate Learning Opportunities, Western Journal of Nursing Research, 37(10), 1340-1358.
Junpeng, P. & Tungkasamit, A. (2014). The Continuing Professional Development of the Assessment through Research-based Learning in Higher Education of Thailand. Procedia - Social & Behavioral Sciences, 143, 737 – 742.
Kandkbinder, P. (2014). Theorising teaching and learning in higher education research, in Jeroen Huisman, Malcolm Tight (ed.) Theory and Method in Higher Education Research II (International Perspectives on Higher Education Research, Volume 10) Emerald Group Publishing Limited, PP.1 – 22.
Kitchenham, B. (2004). Procedures for performing systematic reviews. Keele, UK, Keele University, 33 (2004), 1-26.
Laprise, R., (2017), Empowering the Music Educator through Action Research. National Association for Music Education, 1, 28-35.
Larionov, K.; Lavrinenko, S.; Gubin, V. & Kitaev, A. (2015). Implementation of Federal Research Projects as a Tool to Enhance the Training Quality of Master’s Program. Procedia - Social & Behavioral Sciences, 206, 272 – 277.
Larrea, M. (2018). Changing universities through action research: The dilemma of scope in pluralistic environments. Action Research, 0(0), 1-17.
Lasauskiene, J. & Rauduvaite, A. (2015). Project-Based Learning at University: Teaching Experiences of Lecturers. Procedia - Social & Behavioral Sciences, 197, 788 – 792.
Leisyte, L.; Enders, J & de Boer, H. (2009). The balance between teaching and research in Dutch and English universities in the context of university governance reforms, High Educ, 619–635
Lightfoot, S. & Piotukh, V. (2015). The research–teaching nexus in politics and international relations in the UK: A survey of practices and attitudes. Politics, 35(1), 99-110.
Malcolm, M. (2014). A critical evaluation of recent progress in understanding the role of the researchteaching link in higher education. Higher Education, 67(3), 289–301.
Marks, P. & Van der Meer, F. B. (2015). Special issue on the teaching–research nexus in public administration curricula, Teaching Public Administration, 34(1), 3-6.
Mitchell, V. W. & Harvey, W. S. (2018). How preferable and possible is management research-led teaching impact? Management Learning, 49(3), 363-373.
Muniz, M. M.; Ariza-Montes, A. A. & Molina, H. (2014). How Scientific Links Combine to Thrive Academic Research in Universities: A Social Network Analysis Approach on the Generation of Knowledge, Asia-Pacific Edu Res, 28-39.
Notten, T. (2015). Teaching, researching and innovation: An appetizing programme, Teaching Public Administration, 34(1), 70-82.
Ozay, S. B. (2012). The dimensions of research in undergraduate learning. Teaching in Higher Education, 17 (4), 453–464
Palali, A.; Van Elk, R.; Bolhaar, J. & Rud, I. (2018). Are good researchers also good teachers? The relationship between research quality and teaching quality. Economics of Education Review, 64, 40-49.
Pan, W.; Cotton, D. & Murray, P. (2014). Linking research and teaching: context, conflict and Complementarity. Innovations in Education & Teaching International, 50(1), 3-14.
Pleschova, G. & McAlpine, L. (2015). Enhancing university teaching and learning through mentoring: A systematic review of the literature. International Journal of Mentoring & Coaching in Education, 4(2), 107-125.
Quinn, B. C. (2016). Teaching and research in mid-career management education: Function and fusion. Teaching Public Administration, 34(1), 7-18
Ramjeawon, P. V. & Rowley, J. (2018). Knowledge Management in Higher Education Institutions in Mauritius. International Journal of Educational Management, 6, 1-22.
Salonen, A. O. & Ranne, C. (2015). Teachers’ Shared Expertise at a Multidisciplinary University of Applied Sciences, SAGE Open, 1-11.
Sánchez-Barrioluengo, M. (2014). Articulating the ‘three-missions’ in Spanish universities. Research Policy, 43(10), 1760-1773.
Schiller, U.; Jaffray, P.; Ridley, T. & Du Plessis, C. (2018). Facilitating a participatory action learning action research process in a higher educational context. Action Research, https://doi.org/10.1177/1476750318776715
Schouteden, W.; Verburgh, A. & Elen, J. (2016). Teachers’ general and contextualised research conceptions. Studies in Higher Education, 41(1), 79–94.
   https://doi.org/10.1080/03075079.2014.914915.
Senguptaa, A. & Rayb, A. S. (2017), University research and knowledge transfer: A dynamic view of ambidexterity in british universities. Research Policy, 46, 881–897.
Shin, J. C. (2011). Teaching and research nexuses across faculty career stage, ability and affiliated discipline in a South Korean research university. Studies in Higher Education, 36(4), 485-503.
Taylor, A. & Goede, R. (2016). Using Critical Social Heuristics and Project-Based Learning to Enhance Data Warehousing Education. Syst Pract Action Res, 29, 97–128.
Wei, P.; Debby, C. & Paul, M. (2014). Linking Research and Teaching: Context, Conflict and Complementarity. Innovations in Education and Teaching International, 51(1), 3-14.
Wooltorton, S.; Wilkinson, A.; Horwitz, P.; Bahn, S.; Redmond, J. & Dooley, J. (2015). Sustainability and action research in universities: Towards knowledge for organisational transformation, International Journal of Sustainability in Higher Education, 16(4), 424-439.
Xu, Y. (2013). Becoming researchers: A narrative study of Chinese university EFL teachers’ research practice and their professional identity construction, Language Teaching Research, 8(2), 242-259.
Zhang, L. F. & Shin, J. C. (2015). The research–teaching nexus among academics from 15 institutions in Beijing, Mainland China. Higher Education, 70(3), 375-394