(WP3/2014) Research-Integrated Learning: A Distinct Possibility
Can a research and training institute excel in both research (R) and training (T) by crafting a “synergistic relationship” to produce what Aristotle would say “the whole is greater than the sum of its parts”? Interest in integrating research (R) and training (T) took a leap frog with the ending of the binary divide - the differentiation between polytechnic institutions and universities - in Australia (1987) and the UK (1992) (Hughes, 2004). As much as the realization of the importance to integrate research and training to enrich the process of learning by incorporating current research of staff into the learning curriculum, in reality, for higher/adult learning, empirical research on the relationship between teaching and research is rather difficult to conduct as data is not easily derived. As such, for R-T integration to be successful, it must incorporate the human activity system and provide opportunities to incorporate management skills, leadership, self-development and organization learning. It is also vital to create an atmosphere for the relationship to flourish: a live interaction between learners and researchers so that both parties will benefit from the sharing of information and knowledge. In short, it is all about first putting people in the right and conducive environment.
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