Source: Innovations in Education and Teaching International, Volume 51, Issue 1, 2014, pages 3-14
This article aims to examine specific issues arising within the environmental building disciplines at a UK university.
It also explores strategies for achieving optimal research-teaching links.
The results reveal that research-teaching linkages within these disciplines were interrelated and dynamic, but could be controversial, evidenced in coexisting multifaceted conflicts and complementarities.
The research pointed towards a number of potential strategies for achieving optimal research-teaching linkages. In particular, it is critical to link research and teaching systematically right across an entire educational programme to address the progressive nature of learning and to maximise the potential of the research-teaching dynamic.
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