The Future of the Research and Teaching Nexus in a Post-Pandemic World

Autor/inn/en	Hordósy, Rita; McLean, Monica
Titel	The Future of the Research and Teaching Nexus in a Post-Pandemic World
Quelle	In: Educational Review, 74 (2022) 3, S.378-401 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hordósy, Rita)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
DOI	10.1080/00131911.2021.2014786
Schlagwörter	Futures (of Society); Learning Processes; Teaching Methods; School Business Relationship; Immunization Programs; Drug Therapy; Pandemics; COVID-19; Educational Finance; Student Experience; Social Responsibility; College Role; Institutional Mission; Politics of Education; Social Differences; Student Recruitment; Equal Education; Trend Analysis; Evidence Based Practice; Correlation; Research; Inclusion; Universities; Institutional Cooperation; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Future; Society; Zukunft; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Immunisierung; Bildungsfonds; Studienerfahrung; Soziale Verantwortung; Educational policy; Bildungspolitik; Sozialer Unterschied; Trendanalyse; Korrelation; Forschung; Inklusion; University; Universität; Institute; Co-operation; Cooperation; Institut; Kooperation; Ausland
Abstract	Vaccines and treatments produced during the global coronavirus crisis demonstrated the importance of university research and teaching. There was widespread celebration of university-industry partnerships and collaborations across disciplines and geographical locations. However, simultaneously, higher education institutions in England faced serious financial and organisational challenges throughout the pandemic, which has implications for the relationship between teaching and research, for who undertakes each, and for the students' experience of teaching and learning (some of whom become the next generation of researchers). The rapid movement to online learning created further tensions within an already demoralised, precarious and divided workforce. This paper considers the potential social good of universities' two core missions, research and teaching in a post-pandemic world, exploring the inherently political nature of the link, as well as its encoded inequalities and dysfunctions. Drawing on documentary and secondary data analysis, this paper explores, first, the long-standing sectoral and institutional discrepancies through analysing trends in student recruitment rates and research funding. Second, it investigates how student and staff experiences of the link between research and teaching were changing in the pandemic, pointing to substantive equity issues in how the pandemic response affected access to research opportunities and to research-led teaching. The paper argues that a more equitable and inclusive university that appreciates the research-teaching nexus and is flexible and collaborative in nature is key to contribute to tackling global and local challenges, such as environmental destruction, climate change, conflict and socio-economic inequities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01