The teaching-research nexus in undergraduate programmes: State of art and suggestions for strengtheningEl vínculo docencia-investigación en programas de pregrado: Estado del arte y propuestas para fortalecerlo

Abstract

This paper describes the state of the art on the teaching research nexus in undergraduate university programmes. Firstly, the main results of research in the area are synthetically presented. In this section, three key moments are distinguished: Quantitative studies conducted in the 90s that did not found correlation between teaching and research; qualitative studies -conducted in the 90s and onwards- that emphasized the experience of those involved in teaching experiences linking teaching and research; and more recent quantitative studies that have found positive correlations between both tasks. Secondly, key elements influencing the realization of the teaching-research nexus are presented: Discipline and year of study; conceptions of research and knowledge, conceptions of learning and teaching; and levels of intervention (classroom and institutional levels). Thirdly, three conceptual models describing the teaching-research nexus are presented. These models are: Jenkins and Healey's; Levy and Petrulis'; and Brew's model. Finally, implications of the reviewed literature are discussed and ideas to strengthen the link between teaching and research are proposed.