Academic Research and Teaching Quality: The views of undergraduate and postgraduate students

Abstract

Undergraduate and postgraduate students drawn from eight different disciplines at a UK university were asked to participate in structured discussions of the effects of lecturer research activity upon student learning. Both samples showed a substantial preponderance of positive over negative comments. In both groups, the frequency of positive comments about lecturer research activity increased as the quantity and quality of research in their discipline increased (as measured by Research Assessment Exercise [RAE] ratings). In the undergraduate samples, the frequency of negative comments about research also increased with RAE rating, while amongst postgraduates it diminished. Undergraduates and postgraduates showed consistency in articulating the benefits of lecturer research, including enhanced knowledge currency, credibility, competence in supervision and enthusiasm/motivation. Both groups were also consistent in identifying reduced availability of lecturers, competition with teaching, and curriculum distortion as negative effects of lecturer research activity. In addition to the 'generic' benefits of research identified by both groups, postgraduates emphasised the importance of the salience (interest, relevance and utility) of lecturer research to the content of their learning. Implications of the findings for pedagogic research and educational policy are discussed.