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This book sees initiatives to strengthen the relationship between teaching and research as steps on the path to the development of a new higher education. Using examples, conversations and critical inquiry, it suggests that the establishment of inclusive scholarly knowledge-building communities of both students and staff should result from the development of a stronger relationship between research and teaching.

Increasingly, new academics are entering higher education without conventional research training and without a clear idea of what research actually involves. This is particularly true of academics who enter from having spent time in a profession including many in the newer disciplines. In addition, institutions of higher education which do not have a tradition of research are increasingly competing for research funding.
The Nature of Research looks at this background and discusses what is wrong with academic research and discusses what is wrong with academic research today, what...

Increasingly, new academics are entering higher education without conventional research training and without a clear idea of what research actually involves. This is particularly true of academics who enter from having spent time in a profession including many in the newer disciplines. In addition, institutions of higher education which do not have a tradition of research are increasingly competing for research funding.
The Nature of Research looks at this background and discusses what is wrong with academic research and discusses what is wrong with academic research today, what...