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dc.contributor.convenorJohn Pratten_AU
dc.contributor.authorKrause, Kerri-Leeen_US
dc.contributor.editorSociety for Research in Higher Educationen_US
dc.description.abstractThis paper reports on an empirical study, funded by the Australian Learning and Teaching Council that explored academic practice and policy implications relating to teaching-research links in Australian universities. The study is set against the backdrop of powerful change vectors (Schuster & Finkelstein, 2006) that are being shaped by such "grand narratives" as globalisation, the demands of a knowledge economy and society, and academic capitalism (Brennan & Teichler, 2008). At the national level - across OECD nations in particular - government policies are challenging traditional views of the purposes of higher education, the role of the academic and connections between teaching and research, thus potentially creating an "ontological crisis" for academics (Robertson, 2007, p.541). Moreover, at the local level, ever-widening "fault lines" (Rowland, 2006, p.62) are emerging that are contributing to academic work fragmentation.en_US
dc.publisherNo data provideden_US
dc.relation.ispartofconferencenameSociety for Research in Higher Education conferenceen_US
dc.relation.ispartofconferencetitleSociety for Research in Higher Education conferenceen_US
dc.relation.ispartoflocationLiverpool, UKen_US
dc.subject.fieldofresearchEducation not elsewhere classifieden_US
dc.titleInterpreting and implementing teaching-research linkages: A conflict of values?en_US
dc.typeConference outputen_US
dc.type.descriptionE2 - Conference Publications (Non HERDC Eligible)en_US
dc.type.codeE - Conference Publicationsen_US
gro.facultyArts, Education & Law Group, Griffith Institute of Higher Educationen_US
gro.hasfulltextNo Full Text

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    Contains papers delivered by Griffith authors at national and international conferences.

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