Re-conceptualising the concept of a nexus? A survey of 12 Scottish IS/IM academics' perceptions of a nexus between teaching, research, scholarship and consultancy

The discussion into nexes between teaching, research and scholarship continues to expand. Positivistic studies have attempted to 'measure' research output to evaluate teaching performance. Interpretive-based studies suggest staff perceive a nexus to exist. This paper investigates the perce...

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Bibliographic Details
Published in:Teaching in higher education 2009-04, Vol.14 (2), p.133-146
Main Authors: Grant, Kevin, Wakelin, Sonia J.
Format: Article
Language:English
Subjects:
College Faculty
Concept Mapping
Consultation Programs
Educational Practices
Foreign Countries
higher education information systems/information management
Information Management
Information Systems
Interviews
nexus between teaching
Schematic Studies
Scholarship
scholarship and consultancy
Scotland
Structured Interviews
Teacher Attitudes
Teaching Methods
Theory Practice Relationship
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Summary:The discussion into nexes between teaching, research and scholarship continues to expand. Positivistic studies have attempted to 'measure' research output to evaluate teaching performance. Interpretive-based studies suggest staff perceive a nexus to exist. This paper investigates the perceptions of academic staff with regards the nexes between teaching, research, scholarship and consultancy when informing teaching. Qualitative data were obtained via 12 semi-structured interviews with Information Systems/Information Management academics from both a teaching and a research-led university in Scotland. This study suggests that a perceived nexus exists between research and consultancy and it is bi-directional. The area of scholarship was perceived to be problematic. Teaching practice was perceived to be informed by both the processes and products of research and consultancy, but research and consultancy practices were not thought to be informed by teaching. When conceptualising a nexus, a process view, rather than a substantive view, may be more productive.
ISSN:1356-2517
1470-1294
DOI:10.1080/13562510902757146