Session Information
22 SES 14 B, The Research-Teaching Nexus in Higher Education: Alignment and Misalignment between Conceptions and Curricular Features
Symposium
Contribution
Barnett and Coate (2005) propose that curriculum should be one of the main concepts in the discourse on higher education (HE), because through curriculum the core of the discipline is put into practice. The transformation of the disciplinary traditions is valued high in academic communities (Barnett & Coate 2005; Becher & Trowler 2001; Parker 2003), but its relation to curriculum – teaching and researching processes – is ambiguous. The purpose of this study is to describe and analyze the research-teaching nexus in curriculum design in HE in the light of disciplinary influences. We focus on what kind of representations the informants give to research and disciplinary traditions in designing curriculum, applying the dynamic and holistic view on curriculum (see Pinar et al 1995; Healey 2005). The data were interview transcripts of academic teachers (N = 27) and students (N = 23) from one multidisciplinary university. All the informants were involved in curricular work. The analysis is conducted by combining data and theory driven qualitative content analysis (cf. Krippendorff 2004). Through the analysis it is possible to articulate variations in the academic teachers’ and students’ interpretations, and to reflect the research-teaching nexus and disciplinary traditions in the light of curriculum studies.
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