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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
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网络环境对图书馆人才的新要求 总被引:43,自引:8,他引:35
论述了21世纪图书馆在信息网络环境下运行成为必然,并从六个方面概述了网络环境下图书馆人才应具备的素质与知识结构。 相似文献
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Ben Alexander 《Archival Science》2005,5(2-4):1-11
Despite our society's increasing reliance on electronic documentation, to-date archives remain, largely, material repositories
of cultural memory. It is an accepted historical problematic, however, that culture is often resistant to material preservation.
There exists an undeniable and profound tension between scholarly efforts to reconstruct history and interpret cultural traditions
and the fragmentary, and often limited, material record. That is to say, scholarship is shaped by a sinuous negotiation around
the historical silences that encompass all of material culture. Historical silences, however, can at times be marginalized
(or at best excluded) by a sensitive configuration of material evidence with oral history.Excluding Archival Silences: Oral History and Historical Absence uses a historically and geographically specific example of oral history to engage in a more generalist discussion of how
oral reflection, especially when shaped by material evidences, can be an especially effective tool for preserving the dynamics
of culture that often remain undocumented. 相似文献
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Beatriz Lucas‐Molina Ariel A. Williamson Rosa Pulido Alicia Prez‐Albniz 《Psychology in the schools》2015,52(3):298-315
Peer harassment is a major social problem affecting children and adolescents internationally. Much research has focused on student‐to‐student harassment from either an individual or a multilevel perspective. There is a paucity of multilevel research on students’ relationships with the classroom teacher. The purpose of this study was to use a socioecological perspective to examine the relationships between individual student‐level characteristics, problematic teacher–student relationships, and student‐reported peer harassment. A total of 1,864 children (50.7% female) aged 8 to 13 years (M = 9.82, SD = 1.24), nested in 27 schools (58.2% public) in Spain, participated in the study. Ninety‐four homeroom teachers reported on teacher–student relationships, and students completed self‐report measures related to peer harassment and teacher–student relationships. Multilevel models showed that relationships between students and teachers exerted a varying degree of influence on classroom levels of peer harassment. Specifically, student‐reported teacher support was associated with diminished student‐reported peer victimization, whereas direct and indirect student‐reported teacher‐to‐student aggression was associated with increased peer victimization. Additionally, student‐reported student‐to‐teacher aggression and teacher‐to‐student aggression were associated with increased student‐reported peer aggression. Teacher‐reported variables at the classroom level, however, contributed little to student‐reported outcomes. Results are discussed in the context of future research on relationships between teachers and students. 相似文献
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