Abstract
Traditionally, there has been, and continues to be, a huge dichotomy in the university between research on the one hand and teaching on the other. Barnett (Understanding the university: institution, idea, and possibilities. Routledge, Abingdon, 2016) calls this dialectic of function, one of seven forms of dialectic that a university faces. Universities have seen themselves primarily as research institutions, and teaching has always played second fiddle. This is partly due to the status awarded to research in comparison to teaching. Furthermore, and related to this, funding has always been intimately tied to research output. The result of all this is that research is a much more profitable pursuit for those in search of career advancement and promotion than teaching, despite considerable efforts to change this. Even within research, educational research has had a struggle to gain recognition as a legitimate field of research, especially when it comes to applied educational research. In a broader sense, the nature of knowledge itself is changing: the way it is accessed, digested, consumed, engaged with and disseminated. Inevitably, this has an impact on teaching and learning, and it has created the possibility, and indeed the practice, of ubiquitous learning (Cope, B., & Kalantzis, M, Ubiquitous learning. Champaign, IL: University of Illinois Press, 2009). As we have argued throughout this book, it is important that we engage with this seismic shift and that we develop a curriculum and pedagogy that is agile and adaptive enough to stay relevant and is continuously evaluated and improved. The research and scholarship agenda that we outline in this chapter is a collaborative pursuit and involves all stakeholders, including teachers, employers and students, in other words, all systems of an agile PBL ecology for learning.
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Kek, M.Y.C.A., Huijser, H. (2017). Agile PBL Research: Developing a Sustainable Research and Scholarship Agenda. In: Problem-based Learning into the Future. Springer, Singapore. https://doi.org/10.1007/978-981-10-2454-2_9
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