1. The relationship between teaching and research Jens-Christian Smeby Centre for the Study of Professions Oslo University College

2. Teaching and Research2 Outline Brief historical retrospect Specialisation of research Massification of higher education A myth? Direct and indirect relationships Curriculum design University mission

3. Teaching and Research3 Research a relatively new task Professors originally primarily teachers Research function introduced 19 th century Humboldt: –“Lehr- und Lehrnfreiheit” –Unity research and teaching: subjective cultivation and scientific research –Harmony: autonomous and useful

4. Teaching and Research4 Development of research Human understanding  social and economic relevance of new knowledge Rapid growth and specialisation Focus on quality and efficiency Research  knowledge production

5. Teaching and Research5 Massification Increased number of students –Heterogeneity –Curriculum development Plurality of educational tasks Students as costumers

6. Teaching and Research6 Myth? Quality of research quality of teaching

7. Teaching and Research7 Consequences of the myth Scholarship ignored Superiority of lecturer as researcher Cross-subsidization of research by teaching Defence of professors privileges?

8. Teaching and Research8 Indirect relationships Research: keep teaching up to date Teaching: compensate specialisation in research Research: examples and commitment Research: a critical attitude to knowledge Exploration of spaces

9. Teaching and Research9 Different types of synergy Content of teaching is research based Teachers and students jointly seeks the truth

10. Teaching and Research10 Teaching: Content research based Focus on research methods and processes Based on teachers own research Teachers Works in a research university All teachers has research competence (PhD) All teacher conduct their own research Students: AudienceParticipants

11. Teaching and Research11 Student-focused Students as participants Emphasis on research content Research-tutored Curriculum emphasizes learning focused on student writing and discussing papers and essays Research-based Curriculum emphasizes students undertaking inquiry-based learning Emphasis on research processes and problems Research-led Curriculum is structured around teaching subject content Research-oriented Curriculum emphasizes teaching processes of knowledge construction in the subject Source: Healey (2005) Teacher focused Students as audience Curriculum design

12. Teaching and Research12 Research -> teaching

13. Teaching and Research13 Research -> teaching

14. Teaching and Research14 Teaching -> research

15. Teaching and Research15 Teaching -> research

16. Teaching and Research16 Graduate education Supervisors has to be researchers –Theoretical and methodological skills –Mentors Disciplinary differences: –Organisation of research –Paradigm development and specialisation

17. Teaching and Research17 Synergy depends on: Educational level Disciplinary differences Types of teaching and research Challenge: exploration of space

18. Teaching and Research18 University mission: Parsons and Platt: University forth function: ”social definitions of the situation” Clark: characteristic of university Habermas: communicative approach Implications of a knowledge society: –Uncertainty and complexity –Openness, reflexivity and dialogue