What is the Learning-Teaching-Research Nexus?

All universities make connections between learning, teaching and research. The “Learning-Teaching-Research Nexus” is a way of describing and valuing those connections. One simple definition of the Nexus is:

… the many ways in which teaching informs research and research informs teaching; this mutually supportive relationship operating to the benefit of both (CHEQ, Monash University, 2004, as published at 
http://www.policy.monash.edu/university-glossary.html, 2008):

At UOW, we endorse this idea of mutual benefit. We also offer a more detailed articulation, to assist subject coordinators and others to work with the Nexus. This is set out below. You can also download the Nexus articulation.

 

December 2008

The Learning-Teaching-Research Nexus at UOW

Through attention to the connections between learning, teaching and research activities at UOW, we:

• provide students with skills, attitudes and ways of thinking that are valued in both professional and academic careers
• stimulate discussion, debate and dissemination of academic ideas, both within the university and beyond
• promote understanding of the ways in which researchers work in particular disciplines
• encourage students to pursue higher degrees by research.

This articulation of the Learning-Teaching-Research Nexus is intended to assist course designers, academics and students at the University of Wollongong by providing a clear and concise set of statements to guide thinking about the interconnection between university learning, teaching and research. “Research” here is broadly defined and includes:

• theoretical and practical work toward the development of knowledge
• empirical, interdisciplinary, practice-based and creative research activity
• research related to professions and communities.

This document is not intended to be prescriptive; the list below can be modified and given various emphases in different discipline areas.

UOW is committed to strengthening the Learning-Teaching-Research nexus through academic programs and activities that foster:

Knowledge of current research

• Academics update course and subject materials to reflect current discipline knowledge
• Students engage with research findings and literature
• Students discover and discuss new research topics and questions.

Theory and practice of research

• Courses and subjects explore the bases of discipline knowledge
• Courses and subjects address ethical issues in research, including data collection and acknowledgment practices
• Students study the ways in which researchers work and examine the nature and use of specific methods
• Students undertake research activities and develop their research skills.

Critical thinking and enquiry

• Courses and subjects include activities on problem solving, enquiry, analysis, reflection and critical thinking
• Students question knowledge in the disciplines and discuss competing perspectives in the field of study.

Engagement in a scholarly community

• Courses and subjects introduce students to the work of faculty researchers
• Academics share their interest and enthusiasm for research as part of teaching
• Students attend faculty seminars and workshops
• Students collaborate with other students and with academics on research projects
• Academics encourage students to undertake further research.

Reflective practice

• Students reflect on what and how they learn
• Academics apply current theories of student learning
• Academics undertake and disseminate research about learning and teaching (scholarship of teaching and learning)
• Academics reflect on their teaching and research practices and interconnections.