This article engages, from the point of view of the higher education department and practitioner, with the realities, and explores the rhetoric, of the `research—teaching nexus' with reference to the role of research and research skills, in the context of the student experience in higher education. The ultimate questions are: How serious should we be about responding to this rhetoric? Would it mean significantly changing the way we currently do things? Who decides such questions? What (...) control do practitioners have? In so doing, the article focuses on examples of `the student as researcher' as an educational goal relating to employ-ability, the Extended Project that will result from 14—19 curriculum reform and the undergraduate dissertation. It also provides rule-of-thumb definitions for the technical language that is evolving in this area. (shrink)

Although, as a result of the introduction of the Teaching Excellence Framework, the principle of teaching excellence is receiving renewed attention in English higher education, the idea has been left largely undefined. The cynic might argue, in agreement with Bill Readings, that this lack of a precise definition is deliberate, since teaching excellence is not designed to observe teaching but to permit an integrated system of accounting. This article, however, develops a different line of criticism. Following (...) Readings’s characterization of “excellence” as symptomatic of the “Americanization” of higher education, it traces the principle of teaching excellence in English educational discourse back to the influence of debates, led by Ernest Boyer in the US, concerning the teaching-research nexus. Contextualizing these debates in relation to ideas about the learning society influenced by theories of human capital and investment in national productivity, it takes issue with descriptions of recent policy that overemphasize the corporate structure of the university and its vision of the student as consumer at the expense of recognizing the continuation of the nation-state organization of the student as producer. Reconnecting this broader framework back to the teaching-research nexus, the article examines how this intersects with the dominant agenda of research-led teaching excellence, centred on the idea of the productivity of research, and outlines an alternative notion of teaching-led research, developed out of the work of Boyer and Walter Benjamin, within which teaching might continue, in spite of excellence. (shrink)

Despite the widespread belief in a positive influence of research on education, the empirical evidence is lacking. Several authors have questioned the appropriateness of the operationalisation of both aspects of the relation between teaching and research. This article takes a closer look at the research questions in empirical studies on the nexus between teaching and research and examines the used variables and their measurement techniques. The study reveals that the used variables and their (...) operationalisation are diverse as well as limited. There is for example a diversity in the investigated population, the level of analysis, the nature of the institutions investigated or the questionnaires used. The operationalisation of both teaching and research is limited. Student learning or the way research is integrated into teaching are virtually absent and the measurement of research is mostly confined to the quantity of the research output. This calls for a more systematic research agenda in which student learning is investigated along with more fine grained measures of teaching and in which the relation of these two indicators and the research proficiency of faculty are looked at. (shrink)

This book provides a richly documented account of the historical, cultural, philosophical and practical dimensions of feng shui. It argues that where feng shui is entrenched educational systems have a responsibility to examine its claims, and that this examination provides opportunities for students to better learn about the key features of the nature of science, the demarcation of science and non-science, the characteristics of pseudoscience, and the engagement of science with culture and worldviews. The arguments presented for feng shui being (...) a pseudoscience can be marshalled when considering a whole range of comparable beliefs and the educational benefit of their appraisal. Feng shui is a deeply-entrenched, three-millennia-old system of Asian beliefs and practices about nature, architecture, health, and divination that has garnered a growing presence outside of Asia. It is part of a comprehensive and ancient worldview built around belief in chi the putative universal energy or life-force that animates all existence, the cosmos, the solar system, the earth, and human bodies. Harmonious living requires building in accord with local chi streams; good health requires replenishment and manipulation of internal chi flow; and a beneficent afterlife is enhanced when buried in conformity with chi directions. Traditional Chinese Medicine is based on the proper manipulation of internal chi by acupuncture, tai-chi and qigong exercise, and herbal dietary supplements. Matthews has produced another tour de force that will repay close study by students, scientists, and all those concerned to understand science, culture, and the science/culture nexus. Harvey Siegel, Philosophy, University of Miami, USA With great erudition and even greater fluidity of style, Matthews introduces us to this now-world-wide belief system. Michael Ruse, Philosophy, Florida State University, USA The book is one of the best research works published on Feng Shui. Wang Youjun, Philosophy, Shanghai Normal University, China The history is fascinating. The analysis makes an important contribution to science literature. James Alcock, Psychology, York University, Canada This book provides an in-depth study of Feng Shui in different periods, considering its philosophical, historical and educational dimensions; especially from a perspective of the ‘demarcation problem’ between science and pseudoscience. Yao Dazhi, Chinese Academy of Sciences, China. (shrink)

This article examines one way institutionalized sexism operates in the university setting by examining the gender roles and gender hierarchies implicit in (allegedly gender-neutral) university tenure and promotion policies. Current working assumptions regarding (1) what constitutes good research, teaching, and service and (2) the relative importance of each of these endeavors reflect and perpetuate masculine values and practices, thus preventing the professional advancement of female faculty both individually and collectively. A gendered division of labor exists within (as outside) (...) the contemporary academy wherein research is implicitly deemed "men's work" and is explicitly valued, whereas teaching and service are characterized as "women's work" and explicitly devalued. (shrink)

Higher educational research has been bashed for its aloofness and isolation as individuals question its impact and its worth. This essay aims to highlight how the unbundling of academia, where research has become separate from teaching and service, has left a reduced conception of educational identity in the higher education sector. In becoming isolated, research has become an easier target. Instead, it is proposed that rebundling the three core aspects of higher education - research, (...) class='Hi'>teaching and service – would allow for a more holistic conception of academic identity where the various components work together to offer a more robust, and less ‘bashable’, academic identity. (shrink)

Higher educational research has been bashed for its aloofness and isolation as individuals question its impact and its worth. This essay aims to highlight how the unbundling of academia, where research has become separate from teaching and service, has left a reduced conception of educational identity in the higher education sector. In becoming isolated, research has become an easier target. Instead, it is proposed that rebundling the three core aspects of higher education - research, (...) class='Hi'>teaching and service – would allow for a more holistic conception of academic identity where the various components work together to offer a more robust, and less ‘bashable’, academic identity. (shrink)

Presents a collection of essays written over a period of 15 years by agricultural ethicist Paul B. Thompson. The essays address the practical application of ethics to agriculture in a world faced with issues of increased yield, threatened environment, and the disappearance of the family farm.

This biography of the famous Soviet physicist Leonid Isaakovich Mandelstam (1889-1944), who became a Professor at Moscow State University in 1925, describes his contributions to both physics and technology, as well as discussing the scientific community which formed around him, usually called the Mandelstam school. Mandelstam's life story is thereby placed in its proper cultural context. The following more general issues are taken under consideration: the impact of German scientific culture on Russian science; the problems and fates of Russian intellectuals (...) during the revolutionary and post-revolutionary years; the formation of the Soviet Academy of Sciences; and transformation of the system of higher education in the USSR during the 1920's and 1930's.The author shows that Mandelstam's fundamental writings and his lectures notes allow to reconstruct his philosophy of science and his approach to the social and ethical functions of science and science education. That reconstruction is enhanced through extensive use of hitherto unpublished archival material as well as the transcripts of personal interviews conducted by the author. (shrink)

This biography of the famous Soviet physicist Leonid Isaakovich Mandelstam (1889-1944), who became a Professor at Moscow State University in 1925, describes his contributions to both physics and technology, as well as discussing the scientific community which formed around him, usually called the Mandelstam school. Mandelstam's life story is thereby placed in its proper cultural context. The following more general issues are taken under consideration: the impact of German scientific culture on Russian science; the problems and fates of Russian intellectuals (...) during the revolutionary and post-revolutionary years; the formation of the Soviet Academy of Sciences; and transformation of the system of higher education in the USSR during the 1920's and 1930's.The author shows that Mandelstam's fundamental writings and his lectures notes allow to reconstruct his philosophy of science and his approach to the social and ethical functions of science and science education. That reconstruction is enhanced through extensive use of hitherto unpublished archival material as well as the transcripts of personal interviews conducted by the author. (shrink)

Introduction -- Ethics and research -- Twenty questions : ethical research dilemmas and PHD students -- Research pitfalls for new entrants to the academy -- Scientists behaving badly: insights from the fraud triangle -- Slicing and dicing : ex ante approaches -- Slicing and dicing : ex post approaches -- Retraction : mistake or misconduct? -- Double-blind review in the age of google and powerpoint -- Ethics in research scenarios : what would you do? -- Thought (...) leader : Michael A. Hitt on ethics in research -- Ethics and teaching -- Beyond course content : ethical dilemmas in teaching -- Teaching and ethics : a critical incident -- Peer pressure or, I thought i was out of high school -- Teaching versus preaching: conversational ethics in the classroom -- My students want to friend me! boundaries and relationships with social networks -- What do we do when students despair? : considering pedagogical caring -- From content to relationship -- It's not just rate my professor anymore! : ethics and student evaluations -- Student recommendations : to give, or not to give, that is the question -- Thought leader : Robert A. Giacalone on "broken when entering" -- Ethics in professional life -- Codes and conflicts of interest -- When is a job offer really a job offer in the academy? -- Attending professional meetings -- Peer reviewing -- Managing university service work -- Tribalism -- Outside appointments -- Consulting -- Media engagement -- Thought leader : Andrew H. van de Ven on ethics and professional life -- Conclusions -- Connecting the dots : themes, practices and considering what's next -- Index. (shrink)

‘It worked there. Will it work here?’ We have to be able to identify the ‘it’ in that aphoristic question. Classifications of teaching methods belong in the social realm, where human intentions play a fundamental role in how phenomena are categorized. The social realm is characterized with the help of John Searle. Social phenomena are often open to interpretation, rather than definitive verdicts. The nature of the social limits the possibility of consistency in how teaching should be classified, (...) which in turn limits the viability of standard quantitative empirical research into effectiveness. Either classifications of teaching are very broad, which robs them of a researchable identity, or they are more specific, which can undermine their credentials as true teaching. So-called ‘Direct Instruction’ is a case in point. (shrink)

In The Teaching Self: Contemplative Practices, Pedagogy, and Research in Education, a rich collection of voices from diverse settings illustrates the ways in which first-person experiences with contemplative practices lay a foundation for contemplative pedagogy and research in teacher education.

Capacity building in social science research methods is positioned by research councils as crucial to global competitiveness. The pedagogies involved, however, remain under-researched and the pedagogical culture under-developed. This paper builds upon recent thematic reviews of the literature to report new research that shifts the focus from individual experiences of research methods teaching to empirical evidence from a study crossing research methods, disciplines and nations. A dialogic, expert panel method was used, engaging international experts (...) to examine teaching and learning practices in advanced social research methods. Experts, perspectives demonstrated strong thematic commonalities across quantitative, qualitative and mixed methods domains in terms of pedagogy, by connecting learners to research, giving direct and immersive experiences of research practice and promoting reflexivity. This paper argues that through analysis of expert responses to the distinct pedagogic challenges of the methods classroom, the principles and illustrative examples generated can form the knowledge and understanding required to enhance pedagogic culture and practice. (shrink)

Teaching research methods is especially challenging because we not only wish to convey formal knowledge and encourage critical thinking, as with any course, but also to enable our students dream up meaningful research projects, translate them into logical steps, conduct the research in a professional manner, analyze the data, and write up the project in APA style. We also wish to spark interest in the topics of research papers, and in the intellectual challenge of creating (...) a research report, but we have learned just how difficult these goals can be from teaching undergraduates and from serving as journal reviewers: many submissions contain flaws such as elementary errors of logic (e.g., using a null control condition instead of a placebo or dummy treatment), tangled statistics, a lack of graphs, and ungrammatical, unclear writing that violates APA rules. Yet these manuscripts are written by university faculty, often with doctorates and years of experience. Even published papers may contain egregious faults (Standing & McKelvie, 1986). And although we have both published widely, we still hone our skills. It requires optimism to expect that a typical undergraduate will do better, on the basis of just a year or two of studies in psychology. In this paper, we describe a systematic set of methodology courses and two specific practices that we think can help. Methodology Courses as the Backbone of our Psychology Program How can methodology courses promote undergraduate involvem... (shrink)

A simple, direct, fast point of view regarding my perception of Administration Philosophy, Teaching Philosophy, Research Philosophy, and What I Can Bring to This Institution.

There is strong social and political interest in active citizenship and values in education internationally. Active citizenship requires children to experience and internalize moral values for human rights, developing their own opinions and moral responsibility. While investment in young children is recognised as an important factor in the development of citizenship for a cohesive society, less is known about how early years teachers can encourage this in the classroom. This book will present new directions on how teachers can promote children's (...) learning of moral values for citizenship in classrooms. The research provided offers important insights into teaching for active citizenship by: • providing an analysis of educational contexts for moral values for active citizenship • highlighting teachers’ beliefs about knowing and knowledge and how these relate to children’s learning and understanding about social and moral values • discussing the impact of teachers’ beliefs on teaching practices. Evidence suggests that investment in the early years is vital for all learning, and specifically for developing an understanding of active citizenship for tolerant and cohesive societies. This book will be essential reading for the professional education of early years teachers interested in teaching for active citizenship. (shrink)

This book is an examination of the inattention of business schools to moral education, addressing lessons learned from the most recent business corruption scandals and financial crises, and also questioning what we're teaching now and what should be considering in educating future business leaders to cope with the challenges of leading with integrity in the global environment"--Provided by publisher.

The authors examine several issues in teaching phenomenology (1) to advanced researchers who are doing qualitative research using phenomenological interview methods in disciplines such as psychology, nursing, or education, and (2) to advanced researchers in the cognitive neurosciences. In these contexts, the term “teaching” needs to be taken in a general and nondidactic way. In the case of the first group, it involves guiding doctoral students in their conception and design of a qualitative methodology that is properly (...) phenomenological. In the case of the second, it is more concerned with explaining the relevance of phenomenology to an audience of experimental scientists via conference presentations or published papers. In both cases, however, the challenge is to make clear to the relevant audience what phenomenology is and how it can relate to what they are doing. (shrink)

Across the European research area and beyond, efforts are being mobilized to align research and innovation processes and products with societal values and needs, and to create mechanisms for inclusive priority setting and knowledge production. A central concern is how to foster a culture of “Responsible Research and Innovation” (RRI) among scientists and engineers. This paper focuses on RRI teaching at higher education institutions. On the basis of interviews and reviews of academic and policy documents, it (...) highlights the generic aspects of teaching aimed at invoking a sense of care and societal obligation, and provides a set of exemplary cases of RRI-related teaching. It argues that the Aristotelian concept of phronesis can capture core properties of the objectives of RRI-related teaching activities. Teaching should nurture the students’ capacity in terms of practical wisdom, practical ethics, or administrative ability in order to enable them to act virtuously and responsibly in contexts which are often characterized by uncertainty, contention, and controversy. (shrink)

A joint effort by the University of California at Berkeley and Delft University of Technology to develop a graduate engineering ethics course for PhD students encountered two types of challenges: academic and institutional. Academically, long-term collaborative research efforts between engineering and philosophy faculty members might be needed before successful engineering ethics courses can be initiated; the teaching of ethics to engineering graduate students and collaborative research need to go hand-in-hand. Institutionally, both bottom-up approaches at the level of (...) the faculty and as a joint research and teaching effort, and top-down approaches that include recognition by a University’s administration and the top level of education management, are needed for successful and sustainable efforts to teach engineering ethics. (shrink)

_Effective Teaching and Learning of Writing_ describes the current state of the art in research on the way in which children acquire skills in written text production and defines the features of instruction that can play a part in teaching such skills. The book discusses research by 'reflective practitioners', the use of computers in the solution of educational problems and formal research into effective approaches to the teaching of writing in primary and secondary education. (...) In the concluding section feedback procedures and effective peer-group interaction between pupils and interaction between pupil and teacher are focused upon. (shrink)

Across the European research area and beyond, efforts are being mobilized to align research and innovation processes and products with societal values and needs, and to create mechanisms for inclusive priority setting and knowledge production. A central concern is how to foster a culture of “Responsible Research and Innovation” among scientists and engineers. This paper focuses on RRI teaching at higher education institutions. On the basis of interviews and reviews of academic and policy documents, it highlights (...) the generic aspects of teaching aimed at invoking a sense of care and societal obligation, and provides a set of exemplary cases of RRI-related teaching. It argues that the Aristotelian concept of phronesis can capture core properties of the objectives of RRI-related teaching activities. Teaching should nurture the students’ capacity in terms of practical wisdom, practical ethics, or administrative ability in order to enable them to act virtuously and responsibly in contexts which are often characterized by uncertainty, contention, and controversy. (shrink)

Ethicists and others who study and teach the social implications of science and technology are faced with a formidable challenge when they seek to address “emerging technologies.” The topic is incredibly important, but difficult to grasp because not only are the precise issues often unclear, what the technology will ultimately look like can be difficult to discern. This paper argues that one particularly useful way to overcome these difficulties is to engage with their natural science and engineering colleagues in laboratories. (...) Through discussions and interactions with these colleagues ethicists can simultaneously achieve three important objectives. First they can get a great deal of assistance in their research into the social implications of future technologies by talking with people that are actively creating those futures. Second their presence in the lab and the discussions that result can be a very powerful method for educating not only students, but faculty about the ramifications of their work. And third, because the education is directly linked to the students’ everyday work it is likely that it will not just be a theoretical exercise, but have direct impact on their practice. (shrink)

Published in 2014, the Facebook “emotional contagion” study prompted widespread discussions about the ethics of manipulating social media content. By and large, researchers focused on the lack of corporate institutional review boards and informed consent procedures, missing the crux of what upset people about both the study and Facebook’s underlying practices. This essay examines the reactions that unfolded, arguing the public’s growing discomfort with “big data” fueled the anger. To address these concerns, we need to start imagining a socio-technical approach (...) to ethics that does not differentiate between corporate and research practices. (shrink)

This essay comments on some accomplishments and future challenges concerning research and teaching in social issues. The author chaired the All-Academy of Management Task Force on Ethics. The SIM Division’s role is to examine critically the suitability of the actions and policies of business managers, organizations (mostly business firms), and the free market system itself. The scope of inquiry covers ethics, governance of organizations, and stakeholders. The emphasis in that inquiry is on the benefits and harms to people (...) from businesses and the market system. Three major issues deserve our examination: 1) the growing influence of the global corporation, 2) global climate change and the negative environmental impact of our lifestyles, and 3) the moral maturity or lack thereof of contemporary decision makers and citizens. Corporations have immense influence, reflected in the growing role of lobbying. Environmental degradation is one of the most serious problems that face people of our ever smaller planet, so it challenges us to examine our lifestyles and the carbon footprint of our actions. We are now able to research and teach the development of good moral habits (virtues) and character. (shrink)

Private companies provide by far the most funding for scientific research and development. Nevertheless, relatively little attention has been paid to the dynamics of industry‐funded research by philosophers of science. This paper addresses this gap by providing an overview of the major strengths and weaknesses of industry research funding, together with the existing recommendations for addressing the weaknesses. It is designed to provide a starting point for future philosophical work that explores the features of industry‐funded research, (...) avenues for addressing concerns, and strategies for making research funded by the private sector as fruitful as possible. (shrink)

Ethical tasks faced by researchers in science and engineering as they engage in research include recognition of moral problems in their practice, finding solutions to those moral problems, judging moral actions and engaging in preventive ethics. Given these issues, appropriate pedagogical objectives for research ethics education include (1) teaching researchers to recognize moral issues in their research, (2) teaching researchers to solve practical moral problems in their research from the perspective of the moral agent, (...) (3) teaching researchers how to make moral judgments about actions, and (4) learning to engage in preventive ethics. If web-based research ethics education is intended to be adequate and sufficient for research ethics education, then it must meet those objectives. However there are reasons to be skeptical that it can. (shrink)

According to the working definition of the International Big History Association, ‘Big History seeks to understand the integrated history of the Cosmos, Earth, Life and Humanity, using the best available empirical evidence and scholarly methods’. In recent years Big History has been developing very fast indeed. Big History courses are taught in the schools and universities of several dozen countries. Hundreds of researchers are involved in studying and teaching Big History. The unique approach of Big History, the interdisciplinary genre (...) of history that deals with the grand narrative of 13.8 billion years, has opened up a vast amount of research agendas. Big History brings together constantly updated information from the scientific disciplines and merges it with the contemplative realms of philosophy and the humanities. It also provides a connection between the past, present, and future. Big History is a colossal and extremely heterogeneous field of research encompassing all the forms of existence and all timescales. Unsurprisingly, Big History may be presented in very different aspects and facets. In this volume the Big History is presented and discussed in three different ways. In its first part, Big History is explored in terms of methodology, theories of knowledge, as well as showcasing the personal approach of scholars to Big History. The second section comprises such articles that could clarify Big History's main trends and laws. The third part of this book explores the nature of teaching Big History as well as profiling a number of educational methods. This volume will be useful both for those who study interdisciplinary macroproblems and for specialists working in focused directions, as well as for those who are interested in evolutionary issues of Astrophysics, Geology, Biology, History, Anthropology, Linguistics and other areas of study. (shrink)

This paper discusses the critical necessity of teaching students about the social and ethical responsibilities of scientists. Both a university scientist and a middle school science teacher reflect on the value of teaching the ethical issues that confront scientists. In the development of the atomic bomb in the US-led Manhattan Project, scientists faced the growing threat of atomic bombs by the Germans and Japanese and the ethical issues involved in successfully completing such a destructive weapon. The Manhattan Project (...) is a prime example of the types of ethical dilemmas and social responsibilities that scientists may confront. (shrink)

A team of philosophers and scientists at Dartmouth College worked for three years to create, train faculty and pilot test an adequate and exportable class in research methods for graduate students of science and engineering. Developing and testing methods for evaluating students’ progress in learning research ethics were part of the project goals. Failure of methods tried in the first year led to the refinement of methods for the second year. These were used successfully in the pilot course (...) and in one university setting external to Dartmouth. The process of development and justification for the final methods are discussed here. (shrink)

There is widespread discussion concerning the safeguards appropriate for human research subjects. Less discussed is the fact that the safeguards one deems appropriate depend, in large part, on the model of research participation that one assumes. Therefore, to determine what safeguards are appropriate, it is necessary first to clarify the competing models of research participation. The ostensibly obscure debate over informed consent for research on stored biological samples is of particular interest in this regard because such (...) research can involve varying subsets of the three central elements of research involvement. As a result, analysis of this debate provides an opportunity to identify the competing models of research participation. Based on this analysis, this paper describes a new model of research participation that is emerging, and considers its implications for clinical research. (shrink)