NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1054264
Record Type: Journal
Publication Date: 2015-Mar
Pages: 15
Abstractor: As Provided
Reference Count: 45
ISBN: N/A
ISSN: ISSN-0018-1560
The Experience of Academic Learning: Uneven Conceptions of Learning across Research and Teaching
Light, Greg; Calkins, Susanna
Higher Education: The International Journal of Higher Education and Educational Planning, v69 n3 p345-359 Mar 2015
Research and teaching are often construed by academic staff as incongruous activities that have little overlap in practice. Many studies on the relationship of teaching and research assume an inherent competition or "rivalry" between these two practices. In this study, we draw on a framework that conceptualizes these academic practices not as distinct and irreconcilable, but rather as analogous practices with a common essential goal: the advancement of learning and knowledge. Taking a phenomenographic research perspective, we investigated how 39 early career, research active academic staff at a research-intensive university conceive of learning across their academic experience and practices. We identified five distinct conceptions of academic learning within three general categories: disconnected, transitional, and connected.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A