Advanced

Teaching and learning in hard science research environments: views of academics and educational developers

Ahlberg, Anders LU (2008) In Higher Education Research and Development 27(2). p.133-142
Abstract (Swedish)
Abstract in Undetermined

Obligatory educational training of Swedish university teachers rarely involves senior teaching staff from research-dominated environments, despite the positive effects of junior staff training. Senior science academics were surveyed to gauge their views on the principles of teaching and learning and of teaching rewards. These views were compared with educational developers' views on 'ideal values of academics' and on educational rewards. Based on this study, it is suggested that to reduce inherent teaching-research conflicts, convergence of teaching and research, in terms of teaching design and curriculum content, is necessary. To involve and convince science researchers who teach, educational staff... (More)
Abstract in Undetermined

Obligatory educational training of Swedish university teachers rarely involves senior teaching staff from research-dominated environments, despite the positive effects of junior staff training. Senior science academics were surveyed to gauge their views on the principles of teaching and learning and of teaching rewards. These views were compared with educational developers' views on 'ideal values of academics' and on educational rewards. Based on this study, it is suggested that to reduce inherent teaching-research conflicts, convergence of teaching and research, in terms of teaching design and curriculum content, is necessary. To involve and convince science researchers who teach, educational staff development should probably focus on didactic aspects of their scientific disciplines and rely largely on empirical evidence. (Less)
Please use this url to cite or link to this publication:
author
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
educational values, research university, strategic development, SoTL
categories
Higher Education
in
Higher Education Research and Development
volume
27
issue
2
pages
133 - 142
publisher
Taylor & Francis
external identifiers
  • WOS:000270805500005
  • Scopus:84864655465
ISSN
0729-4360
DOI
10.1080/07294360701805275
language
English
LU publication?
yes
id
2aa00b6d-be57-4134-9f47-bfcb1730592c (old id 794499)
date added to LUP
2008-01-07 09:05:05
date last changed
2017-01-01 08:06:52
@article{2aa00b6d-be57-4134-9f47-bfcb1730592c,
  abstract     = {<b>Abstract in Undetermined</b><br/><br>
Obligatory educational training of Swedish university teachers rarely involves senior teaching staff from research-dominated environments, despite the positive effects of junior staff training. Senior science academics were surveyed to gauge their views on the principles of teaching and learning and of teaching rewards. These views were compared with educational developers' views on 'ideal values of academics' and on educational rewards. Based on this study, it is suggested that to reduce inherent teaching-research conflicts, convergence of teaching and research, in terms of teaching design and curriculum content, is necessary. To involve and convince science researchers who teach, educational staff development should probably focus on didactic aspects of their scientific disciplines and rely largely on empirical evidence.},
  author       = {Ahlberg, Anders},
  issn         = {0729-4360},
  keyword      = {educational values,research university,strategic development,SoTL},
  language     = {eng},
  number       = {2},
  pages        = {133--142},
  publisher    = {Taylor & Francis},
  series       = {Higher Education Research and Development},
  title        = {Teaching and learning in hard science research environments: views of academics and educational developers},
  url          = {http://dx.doi.org/10.1080/07294360701805275},
  volume       = {27},
  year         = {2008},
}