Research-based Learning and Teaching in Higher Education
Japiashvili, Nato (2021)
2021
Master's Programme in Research and Innovation in Higher Education
Johtamisen ja talouden tiedekunta - Faculty of Management and Business
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Hyväksymispäivämäärä
2021-06-29
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:tuni-202104213245
https://urn.fi/URN:NBN:fi:tuni-202104213245
Tiivistelmä
Research-based learning and teaching has several interpretations, from classical academic teaching to a student and learning-centered approach. This latter becomes increasingly important in modern society, not only to play a crucial role in raising independent scientists but also to support a wide range of professionals whose work is knowledge-intensive and needs evidence-based transformation and reflection. European University Association in Trends 2018, a report about Learning and Teaching in European Higher Education Area highlights learning and teaching as a core mission of the universities and promotes student-centered learning to foster quality education (Gaebel et al., 2018). This study aims to define and explore research-based education and highlights why the attention towards research-based education has increased while analyzing the existing literature around this topic. This concept is developed from the classical Humboldtian model of the unity of research and teaching. This approach is close to the later introduced model of Healey, the research-teaching nexus (2005).
Furthermore, the study includes case studies from three different universities – Maastricht University, the Netherlands, Leiden University, the Netherlands, and Karlsruhe Institute of Technology, Germany. With primary research methodology, data has been collected to identify research-based learning and teaching elements in actual practice and study this concept from the perspectives of different participants. The researcher used qualitative methodology, case study analysis, which included semi-structured interviews with alumni , representatives from the Center of Learning and Teaching, and teachers.
Additionally, data was collected with document analysis, including the curriculum and websites of the universities of the case studies. Studying curriculum provided facts about teaching and learning content and techniques in various programs. One of the outcomes of this research is a framework for delivering research-based education with promising pedagogical perspectives.
Furthermore, the study includes case studies from three different universities – Maastricht University, the Netherlands, Leiden University, the Netherlands, and Karlsruhe Institute of Technology, Germany. With primary research methodology, data has been collected to identify research-based learning and teaching elements in actual practice and study this concept from the perspectives of different participants. The researcher used qualitative methodology, case study analysis, which included semi-structured interviews with alumni , representatives from the Center of Learning and Teaching, and teachers.
Additionally, data was collected with document analysis, including the curriculum and websites of the universities of the case studies. Studying curriculum provided facts about teaching and learning content and techniques in various programs. One of the outcomes of this research is a framework for delivering research-based education with promising pedagogical perspectives.