A blueprint for research-led teaching engineering at schools: A case study for Taylor's University

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    1 Citation (Scopus)

    Abstract

    Although it is expected that research conducted at universities and institutions of higher learning will have some positive impact on the teaching quality, the literature seem to point in another direction. Available literature reports zero correlation between teaching and research. However, this need not be the case and a number of recommendations to create a positive correlation between teaching and research are proposed. This paper outlines a framework that utilises the Grand Challenges for Engineering and CDIO to create a clear link between teaching and research in Taylor's School of Engineering. Aligning the academic staff research objectives to the Grand Challenges, creates a sense of purpose that extends beyond the academic staff to their students. Ensuring that students' projects and other CDIO activities are derived from the academic staff research interests help creates a learning environment in which research and teaching are integrated. This integration is highly desirable as it benefits both the students and the academic staff.

    Original languageEnglish
    Pages (from-to)38-45
    Number of pages8
    JournalJournal of Engineering Science and Technology
    Publication statusPublished - Apr 2013

    Keywords

    • Grand challenges for engineering
    • Human motivation
    • Research-led
    • Teaching

    ASJC Scopus subject areas

    • Engineering(all)

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