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Over the
last two decades or so, the discussion of and research into the question
of a nexus between teaching and research, has expanded exponentially. Much
has been learnt, and said; with a growing rhetoric, with only general
insights emerging and being supported by particular empirical evidence.
The study of a nexus between teaching and research is not a single
coherent field; rather it is beset by epistemological, methodological,
political and practical differences. To date, much of the discussion and
research on the nexus has arisen due to varying views and alleged agreed
consensus as to the nature of the academic profession; the role of the
academy/university and thus, how the concepts of teaching and research
(including scholarship) have been conceptualised and enacted to inform
teaching practice.
There is
a continuing debate as to whether research undertaken by academic staff
within the boundaries of a university adds value to the teaching and
student learning. The purpose of this paper is to evaluate the usefulness
of focus groups as a way of exploring and making sense of the conceptions
staff have with regard to the nexus between teaching and research. Two
focus groups were held with a sample of IS academic teachers. The merits
and limitations of using a focus group are discussed given this area of
investigation with some possible research areas highlighted. The paper
argues that focus groups for this type of study are not appropriate on
their own and should be considered as part of a much wider and multi
methods research design when attempting to make sense of a complex,
multifaceted and emotional areas of teaching, research, scholarship,
administration, management and knowledge transfer; and the identify of IS
in Higher Education.
Keywords: Focus
Groups, Information Systems. Nexus between teaching and research. Academic
Identity
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