The International Journal for Academic Development vol:12 issue:2 pages:123-139
The study reported in this article explores conceptions of the research-teaching relationship held by faculty members in two research-intensive universities. To elaborate a model for research-intensive teaching that can be considered in faculty development, a total of 16 members from 4 different disciplines were interviewed. The rich diversity in the views on the research-teaching nexus is described from four different perspectives. First we spell out the respondents' thoughts about what constitutes research for them. We then describe the consequences of this conceptualisation for the goals and strategies they put forward for their teaching. This analysis is deepened in the third section where we discuss the underlying reasons our respondents expressed for the importance they attach to research for high-quality teaching. Finally, we present how the respondents believe teaching might contribute to their research. This study confirms a number of previously reported findings on the relationship between research and teaching. It also reveals two striking features of research-intensive teaching in research-intensive universities: (1) it is more research- than student-centred, and (2) the link between research and teaching is fundamentally based on and directed towards a mature epistemological disposition. It is argued that these two features have to be explicitly considered in faculty development.