There is no automatic link between research and teaching in higher education institutions. Hence, in order to achieve a productive relationship, these two activities need to be linked through effective mechanisms. The research reported in this paper aims at identifying such strategies that are appropriate to a research‐based department, in the built environment discipline.
The paper identifies key issues related to this challenge through a literature review, and subsequently verifies those issues through an exploratory case study.
The key finding from the study is that research‐based departments are poor at transferring their research knowledge into teaching especially at undergraduate level. Even though there are informal strategies in existence, there is a strong need for formalising them. The paper utilises knowledge transfer and learning literature to fully understand the process.
Drawing from the findings, the study develops a framework to enable the knowledge transfer from research into teaching. The framework provides useful guidance for research‐based higher education departments in the built environment to transfer research knowledge into teaching in a formal and productive way.
Senaratne, S., Kagioglou, M., Amaratunga, D., Baldry, D., Aouad, G. and Bowden, A. (2005), "Research knowledge transfer into teaching in the built environment", Engineering, Construction and Architectural Management, Vol. 12 No. 6, pp. 587-600. https://doi.org/10.1108/09699980510634146Download as .RIS
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