International Journal for the Scholarship of Teaching and Learning
Volume 2, Number 1, January 2008
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Abstract
Reconciling Research, Teaching and Scholarship in Higher Education: An Examination of Disciplinary Variation, the Curriculum and Learning
Integrating research and teaching in research-intensive universities is an unresolved issue as we head into the 21st century. While studies conclude that the early years of the undergraduate curriculum should be more intellectually exciting, few universities have implemented approaches such as research-led learning. The conceptual shift that is necessary involves harmonisation of the collegial and developmental cultures. Of the forces that support convergence, focusing on the curriculum and learning design may offer the best potential for connecting students and academics to knowledge communities and linking the research, teaching and scholarship missions. An important element in transforming the research-intensive university is recognising the importance of flexible and equitable reward systems ‘in order to promote an overall balance in the relative importance of research and undergraduate education’ (Gray, Froh, & Diamond, 1992, p.15).
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George Lueddeke
University of Southampton
Southampton, United Kingdom
George.Lueddeke@soton.ac.uk
I amSenior Lecturer in Medical Education at the University of Southampton, UK. In this capacity I coordinate the School of Medicine’s quality assurance and enhancement activities, teamworking and leadership, including interprofessional learning, and promote educational research and effective teaching practice in both academic and clinical contexts. I was privileged to be a recipient of the Vice Chancellor’s Teaching Excellence Award in 2006. Previously, I have held senior posts in educational and organisational development, management, research and teaching in both Canada and in the UK. My main research interests are focused on higher education and encompass the management of change and innovation, the ‘professionalisation’ of pedagogical practice, the interplay between student learning and the scholarship of teaching, and institutional approaches for enhancing multi and interprofessional learning.