Research-teaching nexus in higher education – curriculum perspective

Authors

• Johanna Annala Tampereen yliopisto
• Marita Mäkinen
• Jyri Lindén

Abstract

This article examines representations of the research-teaching nexus in curriculum design in higher education in Finland. The representations are set against Humboldtian traditions. Interviews with 27 academic teachers and 23 students from multidisciplinary research universities constitute the basis for the research. All the informants were involved in curricular work. The analysis was conducted by combining data and theory driven qualitative content analysis. The findings indicate the split nature of representations, revealing tensions within the internally and externally driven curricular goals of higher education, and the ways of understanding the role of research and teaching in curriculum design. Also comprehensive representations emerged which were found to be pivotal in order to enhance the research-teaching nexus in curriculum design.