Bundled or unbundled? A multi-text corpus-assisted discourse analysis of the relationship between teaching and research in UK universities     

Adam Matthews  Ben Kotzee 《British Educational Research Journal》2022,48(3):578-597

Creating and disseminating knowledge through research and teaching has long been regarded as the hallmark of the modern university. However, new university business models have called into question the ‘bundling’ of teaching and research, and sustained research on the relationship between teaching and research has found little evidence of an insoluble connection between the two activities. In this article, we explore the relationship between teaching and research from the perspective of universities’ institutional discourse. We use corpus-assisted discourse analysis to examine the relationship between research and teaching as presented in two sets of institutional texts currently influential in UK Higher Education: Research Excellence Framework environment statements and Teaching Excellence Framework provider submissions (a total of 2143 documents and 12,492,071 words). Our findings show that, while universities emphasise the value of research to their teaching, they do not always emphasise (or sometimes even decry) the influence of teaching on their research. We empirically evidence that, according to what universities themselves write in institutional texts, teaching and research are not always in a mutually beneficial entanglement, but often rather a one-way relationship in which research expertise and institutional prestige are used to bolster claims of teaching excellence. This has implications for the communication of both the vision and the purpose of a university in regulatory exercises and wider policy, but also speaks to the broader idea and practice of being a university in the twenty-first century.  相似文献   

The Emergence of the American University: An International Perspective     

Adam R. Nelson 《History of education quarterly》2005,45(3):427-437

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Extended Test Time and postsecondary Students with Learning Disabilities: A Model for Decision Making     

Nicole S. Ofiesh  Charles Hughes  Sally S. Scott 《Learning disabilities research & practice》2004,19(1):57-70

The most frequently requested accommodation among students with learning disabilities (LD) in postsecondary settings is extended test time. The frequency with which this accommodation is requested and granted compels disability service providers to become knowledgeable about the factors that influence the need for, and appropriateness of, the accommodation. Moreover, the synthesis of these factors becomes the basis for determining if the accommodation is reasonable under federal law. The purpose of this article is to present a step‐by‐step model to be used as a decision‐making process when considering the accommodation of extended test time for postsecondary students with LD. The model is designed to assist disability service providers in the analysis and synthesis of information collected from (1) the student's diagnostic evaluation, (2) the course or classroom test to be accommodated, and (3) student interviews. A list of diagnostic tests from the four most frequently administered test batteries used with adults is provided, along with a concise explanation of how characteristics of LD impact reading, writing, and math, and relate to the need for extended time. This information can be used to determine if extended test time is a reasonable accommodation and to estimate how much additional time to provide.  相似文献   

Race and Manners for Southern Girls and Boys: “The Miss Minerva” Books and Race Relations in a Southern Children's Series     

John Scott Wilson 《Journal of American culture (Malden, Mass. : 2003)》1994,17(3):69-74

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All I really needed to know I learned during gastrulation          下载免费PDF全文

Gilbert SF 《CBE life sciences education》2008,7(1):12-13

Using an automated knowledge agent for reference and customer service     

Mary Moore  Terry Ahmed  Adam Glazer 《Journal of the Medical Library Association》2004,92(2):271-273

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Inept and satisfied, redux.     

T Scott Plutchak 《Journal of the Medical Library Association》2005,93(1):1-3

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Spaces of emergent memory: Detroit’s 8 Mile wall and public memories of civil rights injustice     

Scott A. Mitchell 《传播与批判/文化研究》2018,15(3):197-212

This article introduces emergent memory, a conceptual extension to rhetorics of public memory, to describe memory’s genesis in sites built without commemorative commitments. Examining Detroit’s “8 Mile Wall,” a site built to reinforce segregated housing, this project argues the rhetorical tenets of emergent memory present in this space. As a relic of segregated history, the wall symbolically recalls the city’s controversial past, but has recently been the subject of a local mural project to redefine the wall’s purpose. Some consider this a step toward reclamation, as it visually repositions the disturbing remnant. For others, the murals simply cannot overwrite troubling memories of the city’s discriminatory history. This essay uses emergent memory to describe how the wall’s complicated mnemonic legacy simultaneously harkens to a difficult history and how the mural additions use that same legacy to convey an optimistic future for Detroit and those marked by this urban space.  相似文献   

LIBRARY SECURITY: BETTER COMMUNICATION,SAFER FACILITIES by Steve Albrecht     

Scott Sheidlower 《Public Services Quarterly》2016,12(2):140-141

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Reconceptualizing qualitative research: methodologies without methodology     

Adam Clark 《International journal of qualitative studies in education》2017,30(4):423-426

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