TY - JOUR
T1 - Research knowledge transfer into teaching in the built environment
AU - Senaratne, Sepani
AU - Kagioglou, Mike
AU - Amaratunga, Dilanthi
AU - Baldry, David
AU - Aouad, Ghassan
AU - Bowden, Andy
PY - 2005/12/9
Y1 - 2005/12/9
N2 - Purpose - 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. Design/methodology/approach - The paper identifies key issues related to this challenge through a literature review, and subsequently verifies those issues through an exploratory case study. Findings - 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. Originality/value - 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.
AB - Purpose - 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. Design/methodology/approach - The paper identifies key issues related to this challenge through a literature review, and subsequently verifies those issues through an exploratory case study. Findings - 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. Originality/value - 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.
KW - Environmental management
KW - Higher education
KW - Knowledge transfer
KW - Research
KW - Teaching
KW - United Kingdom
UR - http://www.scopus.com/inward/record.url?scp=28344432569&partnerID=8YFLogxK
U2 - 10.1108/09699980510634146
DO - 10.1108/09699980510634146
M3 - Article
AN - SCOPUS:28344432569
VL - 12
SP - 587
EP - 600
JO - Engineering, Construction and Architectural Management
JF - Engineering, Construction and Architectural Management
SN - 0969-9988
IS - 6
ER -