DOI: 10.5176/2251-1814_EeL18.151
Authors: Mpho Agnes Mbeo and Patient Rambe
Abstract: In spite of the louder call to integrate researchers and academics’ scholarly research into their teaching content to transform their pedagogical practices, a distinct schism persists between University of Technology (UoT) researchers’ research teaching activities and their lecture content. As such, there is a risk of “recycling” and reinforcing antiquated pedagogies under the pretext of upholding “tried and tested” teaching techniques and strategies. Consistent with the Central University of Technology’s thrust to increase the seamless integration of research into teaching, the current study examined the strength of the research-teaching nexus in the Faculty of Engineering and Information Technology to illuminate understanding of how academic staff’s research informs their teaching methodologies and curricula transformation practices. Drawing on a case study approach and seven cases comprising a Head of Department, two senior lecturers, two lecturers and two junior lecturers, the study explored the complexities of consummating research with teaching and curricula implementation. The results suggest that academics’ limited consciousness of the importance of integrating their teaching into their research foci and niche areas has some negative consequences on the teaching methods These methods include case study discussions and laboratory experiments, which are much more interactive and practical as compared to more traditional didactic methods such as lectures which are not always effective in delivering research knowledge to students. The study recommends academic staff to link university teaching, curricula and research through the application of their current research findings to the design and delivery of their courses.
Keywords: research-teaching nexus, curriculum design, pedagogic competencies, integration, improvement
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