For academic line managers, transitioning a department into a dual-intensive model that emphasises both excellent teaching and high-quality research is a significant challenge.
The research-teaching nexus (RTN) represents a dynamic relationship between research and teaching, offering a strategic framework for achieving this goal.
By aligning teaching and research efforts, academic managers can address workload pressures, enhance student experiences, and foster a cohesive departmental identity.
This article outlines how line managers can use the RTN to inform and implement strategies for change, addressing specific challenges such as time constraints, staff resistance, and the risk of negatively impacting student satisfaction.
Practical guidance and evidence from literature and case studies demonstrate how to work towards sustainable dual excellence.
1. Embed Research into the Curriculum
How to Implement:
Integrating research into teaching helps align dual responsibilities, benefiting both students and staff.
- Design Research-Informed Modules: Staff can incorporate their latest research into teaching materials, ensuring courses remain current and engaging (Healey & Jenkins, 2009).
- Encourage Enquiry-Based Learning: Replace traditional lectures with workshops where students investigate real-world problems informed by departmental research.
- Introduce Research-Informed Assessments: Assign tasks such as literature reviews or research proposals aligned with ongoing faculty research projects.
Benefits:
- Staff use teaching hours to refine their research ideas.
- Students develop critical thinking and transferrable skills, and an appreciation for research.
Case Study:
At the University of Sydney, faculty in environmental sciences redesigned their curriculum to include climate change research. This not only increased student engagement but also aligned teaching content with faculty expertise, reducing duplication of effort (Brew, 2006).
Further Reading:
- Healey, M., & Jenkins, A. (2009). Developing Undergraduate Research and Inquiry. York: HEA.
- Brew, A. (2006). Research and Teaching: Beyond the Divide. Palgrave Macmillan.
2. Develop a Research Culture Through Teaching
How to Implement:
Teaching activities can be harnessed to foster a research culture, especially for staff who are less research-active.
- Collaborative Teaching Models: Pair research-active academics with teaching-focused staff to co-develop modules, exposing all staff to research practices.
- Faculty Learning Communities: Create forums for staff to share how they integrate research into teaching, fostering a culture of peer learning (Fung, 2017).
- Recognise Research-Driven Teaching: Establish departmental awards for innovative teaching that incorporates research, and whose curriculum is designed using pedagogical research.
Benefits:
- Promotes cross-fertilisation of ideas between teaching and research-focused staff.
- Encourages staff to see research as integral to teaching, reducing perceived role conflict.
Example:
A UK university business school introduced faculty workshops on using case studies from current research to teach complex theories. The workshops increased staff confidence in research-based teaching and enhanced the student experience.
Further Reading:
- Fung, D. (2017). A Connected Curriculum for Higher Education. UCL Press.
3. Build Student Involvement in Research
How to Implement:
Students can contribute to departmental research, offering staff much-needed assistance while gaining valuable skills.
- Undergraduate Research Schemes: Establish programmes where students assist staff with research tasks such as data collection or literature reviews (Jenkins et al., 2003).
- Student-Led Conferences: Organise events where students present research under faculty supervision.
- Capstone Projects: Design final-year projects that align with active faculty research, ensuring mutual benefits for staff and students.
Benefits:
- Reduces staff workload by involving students in research processes.
- Provides students with authentic learning experiences, enhancing employability.
Case Study:
At the University of Warwick, a student research assistant program led to increased undergraduate engagement and helped faculty complete stalled projects, with several students co-authoring publications (Jenkins & Healey, 2010).
Further Reading:
- Jenkins, A., Healey, M., & Zetter, R. (2003). Linking Teaching and Research in Disciplines and Departments. York: HEA.
4. Use Research to Enhance Teaching Relevance
How to Implement:
Research-informed teaching ensures curricula remain relevant, engaging students while supporting faculty research goals.
- Regular Curriculum Updates: Periodically review courses to ensure alignment with the latest research.
- Case-Based Learning: Use research findings as the basis for real-world case studies in class.
- Highlight Interdisciplinary Connections: Showcase how research spans across disciplines to inspire innovative teaching approaches.
Benefits:
- Aligns teaching content with departmental research priorities.
- Demonstrates the practical relevance of research, enhancing student engagement.
Case Study:
A Scandinavian engineering department revised its teaching materials to include renewable energy research conducted by faculty.
Student satisfaction increased, and the department attracted new funding for both teaching and research (Neumann, 1992).
Further Reading:
- Neumann, R. (1992). “Perceptions of the Teaching–Research Nexus: A Framework for Analysis.” Higher Education, 23(2), 159-171.
5. Align Department Goals Around the RTN
How to Implement:
By aligning departmental teaching and research priorities, managers can foster cohesion and efficiency.
- Develop RTN-Focused Goals: Ensure the department’s strategic plan links teaching and research efforts.
- Establish KPIs for Dual Excellence: Track metrics such as research-informed teaching hours, publications, and student satisfaction.
- Provide Professional Development: Train staff on how to align teaching and research effectively.
Benefits:
- Creates shared priorities, reducing role conflict.
- Encourages staff to approach teaching and research as complementary.
Case Study:
A chemistry department at an Australian university adopted a strategy emphasising green chemistry in both teaching and research.
This alignment led to increased grant success rates and improved teaching evaluations.
Further Reading:
- Griffiths, R. (2004). “Knowledge Production and the Research–Teaching Nexus: The Case of the Built Environment Disciplines.” Studies in Higher Education, 29(6), 709-726.
6. Monitor Wellbeing and Address Resistance
How to Implement:
Effective change management ensures staff remain engaged and supported throughout the transition.
- Start Incrementally: Pilot RTN initiatives with small groups before rolling out department-wide changes.
- Regular Check-Ins: Use surveys and one-on-one meetings to address staff concerns about workload or skill gaps.
- Celebrate Milestones: Recognise both individual and departmental achievements in RTN integration.
Benefits:
- Maintains staff morale by addressing concerns early.
- Builds momentum for larger-scale adoption.
Case Study:
At a Canadian university, a psychology department used biannual surveys to track staff experiences with RTN integration.
Feedback was used to refine workloads, resulting in higher staff satisfaction and improved research output (Hattie & Marsh, 1996).
Further Reading:
- Hattie, J., & Marsh, H. W. (1996). “The Relationship Between Research and Teaching: A Meta-Analysis.” Review of Educational Research, 66(4), 507-542.
Conclusion: Aligning Dual Excellence
The research-teaching nexus offers a strategic pathway for transitioning departments toward dual excellence.
By embedding research into teaching, fostering collaboration, and aligning departmental goals, academic line managers can create an environment where teaching and research mutually reinforce each other.
This approach addresses workload challenges, enhances student satisfaction, and builds a unified departmental culture.
As Fung (2017) notes, “The most successful academic communities are those where students and staff engage in the shared activity of research and inquiry.”
For further insights, explore the referenced works to deepen your understanding of the RTN and its transformative potential.
References for Further Reading:
- Brew, A. (2006). Research and Teaching: Beyond the Divide. Palgrave Macmillan.
- Fung, D. (2017). A Connected Curriculum for Higher Education. UCL Press.
- Healey, M., & Jenkins, A. (2009). Developing Undergraduate Research and Inquiry. York: HEA.
- Hattie, J., & Marsh, H. W. (1996). “The Relationship Between Research and Teaching: A Meta-Analysis.” Review of Educational Research, 66(4), 507-542.
- Jenkins, A., Healey, M., & Zetter, R. (2003). Linking Teaching and Research in Disciplines and Departments. York: HEA.
- Neumann, R. (1992). “Perceptions of the Teaching–Research Nexus: A Framework for Analysis.” Higher Education, 23(2), 159-171.