Abstract
The purpose of this chapter is to discuss the relevance of research for the improvement of professional education in universities of applied sciences and professional practice in the relevant occupations. The chapter discusses four arguments that have been used to introduce research in professional programmes: (1) Teaching will improve if the staff engage in research (research-based teaching), (2) students will learn more if they come into contact with research (research-based learning), (3) professional practice will improve if professional workers in their training learn how to base their work on research-based knowledge (research-based practice), and (4) professional programmes have an obligation to improve the knowledge basis of professional work through research (research-based knowledge production). The first three arguments focus on the importance of basing professional programmes on research, while the fourth argument concerns the importance of doing research to enhance ‘evidence-based’ knowledge. Although these arguments are closely related, they are analytically distinct and will be examined separately.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Aasland, T. (2008). Lærerutdanning for framtida. Utdanning, 17, 34.
Barnett, R. (Ed.). (2005). Reshaping the university. New relationships between research, scholarship and teaching. Maidenhead: Society for Research into Higher Education & Open University Press.
Brew, A. (2006). Research and teaching. Beyond the divide. Hampshire: Palgrave Macmillan.
Brint, S. (2002). The rise of the ‘practical arts’. In S. Brint (Ed.), The future of the city of intellect. The changing American university (pp. 231–259). Stanford: Stanford University Press.
Bulterman-Bos, J. A. (2008). Will clinical approach make education research more relevant for practice? Educational Researcher, 37, 412–420.
Commission of the European Communities. (2002). Developing foresight for the development of higher education/research relations in the perspective of the European research area (ERA). Strata-Etan Expert Group. Brussels: European Commission, Directorate General for Research.
Cousin, G., Healey, M., Jenkins, A., Bradbeer, J., & King, H. (2003). Raising educational research capacity: A discipline-based approach. In C. Rust (Ed.), Improving student learning. Theory and practice – 10 years on (pp. 296–306). Oxford: Oxford Brookes University.
Davies, P. (1999). What is evidence-based education? British Journal of Educational Studies, 47, 108–121.
Dick, B. (2004). Action research literature. Themes and trends. Action Research, 4, 435–444.
Educational Researcher. (2008). Educational Researcher, 37, 412–445.
Elzinga, A. (1990). The knowledge aspect of professionalization: The case of science-based nursing education in Sweden. In R. Torstendahl & M. Burrage (Eds.), The formation of professions. Knowledge, state and strategy (pp. 151–173). London: SAGE Publications.
Gibbons, M., Limoges, C., Nowotny, H., Schwartzman, S., Scott, P., & Trow, M. (1994). The new production of knowledge. The dynamics of science and research in contemporary societies. London: SAGE Publications.
Hammersley, M. (2002). Educational research, policymaking and practice. London: SAGE Publications.
Hargreaves, D. H. (1999). The knowledge-creating school. British Journal of Educational Studies, 47, 122–144.
Hattie, J., & Marsh, H. W. (1996). The relationship between research and teaching: A meta-analysis. Review of Educational Research, 66, 507–542.
Healey, M. (2005). Linking research and teaching: Exploring disciplinary spaces and the role of inquiry-based learning. In R. Barnett (Ed.), Reshaping the university. New relationships between research, scholarship and teaching (pp. 67–78). Maidenhead: Society for Research into Higher Education & Open University Press.
Hollingsworth, S. (1997). International action research. A casebook for educational reform. London: Falmer Press.
Jenkins, A. (2004). A guide to the research evidence on teaching-research relations. The Higher Education Academy. Online resource http://www.heacademy.ac.uk/resources/detail/a_guide_to_the_research_evidence
Jenkins, A., Blackman, T., Lindsay, R., & Paton-Saltzberg, R. (1998). Teaching and research: Student perspectives and policy implications. Studies in Higher Education, 23, 127–141.
Jensen, K. (2007). Commenting on Nel Nodding’s key-note. Knowledge in post-traditional society. Nordisk Pedagogik, 1, 54–58.
Karseth, B. (2004). Curriculum changes and moral issues in nursing education. Nurse Education Today, 24, 638–643.
Karseth, B., & Kyvik, S. (1999). Undervisningsvirksomheten ved de statlige høgskolene. Delrapport nr. 1, Evaluering av høgskolereformen. Oslo: Norges forskningsråd.
Karseth, B., & Nerland, M. (2007). Building professionalism in a knowledge society: Examining discourses of knowledge in four professional associations. Journal of Education and Work, 20, 335–355.
Kessl, F., & Otto, H. U. (2006). Pedagogic professionalism Defi(l)es the knowledge economy? Some preliminary notes. Policy Futures in Education, 4, 256–264.
Labaree, D. F. (2008). The dysfunctional pursuit of relevance in education research. Educational Researcher, 37, 421–423.
Larsen, I. M., Heggen, K., Carlsten, T. C., & Karseth, B. (2007). Praksisrettet FoU? En undersøkelse av høgskolesektorens forsknings- og utviklingsarbeid innen helse- og sosialfag. Oslo: NIFU STEP.
Larsen, I. M., & Kyvik, S. (2006). Tolv år etter høgskolereformen – en statusrapport om FoU i statlige høgskoler. Oslo: NIFU STEP.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.
Lucas, L. (2007). Research and teaching work within university education departments: Fragmentation or integration? Journal of Further and Higher Education, 31, 17–29.
Maffioli, F., & Augusti, G. (2003). Tuning engineering education into the European higher education orchestra. European Journal of Engineering Education, 28, 251–273.
Marsh, H. W., & Hattie, J. (2002). The relation between research productivity and teaching effectiveness: Complementary, antagonistic, or independent constructs? Journal of Higher Education, 73, 603–614.
Martinsen, K. (1986). Omsorg og profesjonalisering. Nytt om kvinneforskning, Issue 2, 21–31.
Meeus, W., Van Looy, L., & Libotton, A. (2004). The Bachelor’s thesis in teacher education. European Journal of Teacher Education, 27, 299–321.
Neuman, R. (1994). The teaching-research nexus: Applying a framework to university students’ learning experiences. European Journal of Education, 29, 323–339.
Neumann, R., Parry, S., & Becher, T. (2002). Teaching and learning in their disciplinary context: A conceptual analysis. Studies in Higher Education, 27, 405–417.
Nielsen, K., & Kvale, S. (Eds.). (1999). Mesterlære. Læring som sosial praksis. Oslo: Gyldendal Norsk Forlag.
OECD. (1998). Redefining tertiary education. Paris: OECD.
OECD. (2003). New challenges for educational research. Paris: OECD.
Peters, M. A., & Humes, W. (2003). Education in the knowledge economy. Policy Futures in Education, 1, 1–19.
Pratt, J. (1997). The polytechnic experiment 1965–1992. London: The Society for Research into Higher Education.
Rasmussen, J., Kruse, S., & Holm, C. (2007). Viden om uddannelse. Uddannelsesforskning, pædagogik og pædagogisk praksis. Copenhagen: Hans Reitzels Forlag.
Schön, D. (1983). The reflective practitioner. How professionals think in action. New York: Basic Books.
Scott, P. (2005). Divergence or convergence? The links between teaching and research in mass higher education. In R. Barnett (Ed.), Reshaping the university. New relationships between research, scholarship and teaching (pp. 53–66). Maidenhead: Society for Research into Higher Education & Open University Press.
Simons, M., & Elen, J. (2007). The ‘research-teaching nexus’ and ‘education through research’. An exploration of ambivalences. Studies in Higher Education, 32, 617–631.
Skoie, H. (2000). Faculty involvement in research in mass higher education: Current practice and future perspectives in the Scandinavian countries. Science and Public Policy, 27, 409–419.
Smeby, J. C. (2007). Connecting to professional knowledge. Studies in Higher Education, 32, 207–224.
Stjernø Committee. (2008). Sett under ett. Ny struktur i høyere utdanning. NOU 2008:3. Oslo: Departementenes servicesenter.
Stokes, D. E. (1997). Pasteur’s quadrant: Basic science and technological innovation. Washington: The Brookings Institution Press.
Trowler, P., & Wareham, T. (2008). Tribes, territories, research and teaching. Enhancing the teaching-research nexus. York: The Higher Education Academy.
Turner, N., Wuetherick, B., & Healey, M. (2008). International perspectives on student awareness, experiences and perceptions of research: Implications for academic developers in implementing research-based teaching and learning. International Journal for Academic Development, 13, 199–211.
Zamorski, B. (2002). Research-led teaching and learning in higher education: A case. Teaching in Higher Education, 7, 411–427.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2010 Springer Science+Business Media B.V.
About this chapter
Cite this chapter
Heggen, K., Karseth, B., Kyvik, S. (2010). The Relevance of Research for the Improvement of Education and Professional Practice. In: Kyvik, S., Lepori, B. (eds) The Research Mission of Higher Education Institutions outside the University Sector. Higher Education Dynamics, vol 31. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-9244-2_3
Download citation
DOI: https://doi.org/10.1007/978-1-4020-9244-2_3
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-9243-5
Online ISBN: 978-1-4020-9244-2
eBook Packages: Humanities, Social Sciences and LawEducation (R0)