References
- Aoun, J. E. (2017). Robot-proof: Higher education in the age of artificial intelligence. The MIT Press.
- Arrowsmith, C., Bagoly-Simó, P., Finchum, A., Oda, K., & Pawson, E. (2011). Student employability and its implications for geography curricula and learning practices. Journal of Geography in Higher Education, 35(3), 365–377. https://doi.org/10.1080/03098265.2011.563379
- Baxter Magolda, M. B. (2004). Self-authorship as the common goal of 21st century education. In B. Baxter Magolda & P. M. King (Eds.), Learning partnerships: Theories and models of practice to educate for self-authorship (pp. 69–83). Stylus Publishing, LLC.
- Baxter Magolda, M. B. (2007). Self-authorship: The foundation for twenty-first-century education. New Directions in Learning and Teaching, 109(109), 69–83. https://doi.org/10.1002/tl.266
- Brew, A. (1999). Research and teaching: Changing relations in a changing context. Studies in Higher Education, 24(3), 293–301. https://doi.org/10.1080/03075079912331379905
- Brew, A. (2003). Teaching and research: New relationships and their implications for inquiry-based teaching and learning in higher education. Higher Education Research & Development, 22(1), 3–18. https://doi.org/10.1080/0729436032000056571
- Brew, A. (2006). Research and teaching: Beyond the divide. Palgrave Macmillan.
- Commission of the European Communities. (2002). Developing foresight for the development of higher education/research relations in the perspective of the European research area (ERA). European Commission, Directorate General for Research.
- Confederation of British Industry. (2012). Learning to grow. What employers need from education and skills. Education and skills survey. CBI/Pearson.
- Cuthbert, R. (2009). Can academic practice make perfect? Educational Developments SEDA, 10(1), 1–5.
- Decker, H., & Wolff, S. W. (2016). Re-inventing research-based teaching and learning. Paper prepared for presentation at the meeting of the European forum for enhanced collaboration in teaching of the European University Association: 2016 December 5: Brussels. Centre for Education and Learning.
- Dexter, B., & Seden, R. (2012). “It’s really making a difference”: How small-scale research projects can enhance teaching and learning. Innovations in Education and Teaching International, 49(1), 83–93. https://doi.org/10.1080/14703297.2012.647786
- Eden, S. (2014). Out of the comfort zone: Enhancing work-based learning about employability through student reflection on work placements. Journal of Geography in Higher Education, 38(2), 266–276. https://doi.org/10.1080/03098265.2014.911826
- Felton, P. (2011). Monet moments and the necessity of productive disruption. Teaching and Learning in Higher Education, Winter. https://repository.brynmawr.edu/cgi/viewcontent.cgi?article=1005&context=tlthe
- Fuller, I. C., Mellor, A., & Entwistle, J. A. (2014). Combining research-based student fieldwork with staff research to reinforce teaching and learning. Journal of Geography in Higher Education, 38(3), 383–400. https://doi.org/10.1080/03098265.2014.933403
- Fung, D. (2017). A connected curriculum for higher education. Education. UCL Press. https://doi.org/10.14324/111.9781911576358
- Geschwind, L., & Broström, A. (2015). Managing the teaching-research nexus: Ideals and practice in research-oriented universities. Higher Education Research and Development, 34(1), 60–73. https://doi.org/10.1080/07294360.2014.934332
- Griffiths, R. (2004). Knowledge production and the research-teaching nexus: The case of the built environment disciplines. Studies in Higher Education, 29(6), 709–726. https://doi.org/10.1080/0307507042000287212
- Haigh, M., Cotton, D., & Hall, T. (2016). Pedagogic research in geography higher education. Routledge.
- Harris, T., & Tweed, F. (2010). A research-led, inquiry-based learning experiment: Classic landforms of deglaciation, Glen Etive, Scottish Highlands. Journal of Geography in Higher Education, 34(4), 511–528. https://doi.org/10.1080/03098265.2010.486851
- Hattie, J., & Marsh, H. W. (1996). The relationship between research and teaching: A meta-analysis. Review of Educational Research, 66(4), 507–542. https://doi.org/10.3102/00346543066004507
- Healey, M. (2005). Linking research and teaching to benefit student learning. Journal of Geography in Higher Education, 29(2), 183–201. https://doi.org/10.1080/03098260500130387
- Healey, M., Blumhof, J., & Thomas, N. (2003). The research-teaching nexus in geography. Earth and Environmental Sciences (GEES), Planet, Special Edition, 11(1), 5–13. DOI:10.11120/plan.2003.00110005
- Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: Students as partners in learning and teaching in higher education. HEA.
- Healey, M., & Jenkins, A. (2009). Developing undergraduate research and inquiry. The Higher Education Academy.
- Healey, M., Jordan, F., Pell, B., & Short, C. (2010). The research-teaching nexus: A case study of students’ awareness, experiences and perceptions of research. Innovations in Education and Teaching International, 47(2), 235–246. https://doi.org/10.1080/14703291003718968
- Hill, J., Blackler, V., Chellew, R., Ha, L., & Lendrum, S. (2013). From researched to researcher: Student experiences of becoming co-producers and co-disseminators of knowledge. Planet, 27(1), 35–41. https://doi.org/10.11120/plan.2013.27010035
- Hill, J., Thomas, G., Diaz, A., & Simm, D. (2016). Borderland spaces for learning partnership: Opportunities, benefits and challenges. Journal of Geography in Higher Education, 40(3), 375–393. https://doi.org/10.1080/03098265.2016.1144728
- Hill, J., & Walkington, H. (2016). Developing graduate attributes through participation in undergraduate research conferences. Journal of Geography in Higher Education, 40(2), 232–237. https://doi.org/10.1080/03098265.2016.1140128
- Hill, J., Walkington, H., & Kneale, P. (2018). Borderland spaces: Moving towards self-authorship. T. Bilham, C. Hamshire, M. Hartog, & M. Doolan Eds., Reframing space for learning: Empowering excellence and innovation in University teaching and learning. (1–15). UCL/IoE Press. ISBN 9781782772460 .
- Hodge, D. C., Baxter Magolda, M. B., & Haynes, C. A. (2009). Engaged learning: Enabling self-authorship and effective practice. Liberal Education, 95(4). https://www.aacu.org/publications-research/periodicals/engaged-learning-enabling-self-authorship-and-effective-practice
- Jenkins, A. (2000). The relationship between teaching and research: Where does geography stand and deliver? Journal of Geography in Higher Education, 24(3), 325–351. https://doi.org/10.1080/713677414
- Jenkins, A. (2004). A guide to the research evidence on teaching-research relations. The Higher Education Academy.
- Jenkins, A., Breen, R., Lindsay, R., & Brew, A. (2003). Re-shaping higher education: Linking teaching and research. Routledge/SEDA.
- Jenkins, A., & Healey, M. (2005). Institutional strategies to link teaching and research. The Higher Education Academy.
- Johansson, C., & Felton, P. (2014). Transforming students: Fulfilling the promise of higher education. John Hopkins Press.
- Kinchin, I. M., & Hay, D. B. (2007). The myth of the research-led teacher. Teachers and Learning: Theory and Practice, 13(1), 43–61. DOI:10.1080/13540600601106054
- Le Heron, R., Baker, R., & McEwen, L. (2006). Co-learning: Re-linking Research and Teaching in Geography. Journal of Geography in Higher Education, 30(1), 77–87. https://doi.org/10.1080/03098260500499659
- Lindsay, R., Breen, R., & Jenkins, A. (2002). Academic research and teaching quality: The views of undergraduate and postgraduate students. Studies in Higher Education, 27(3), 309–327. https://doi.org/10.1080/03075070220000699
- Marsh, H. W., & Hattie, J. (2002). The relation between research productivity and teaching effectiveness. The Journal of Higher Education, 73(5), 603–641. DOI:10.1080/00221546.2002.11777170
- Mason, G., Williams, G., & Cranmer, S. (2009). Employability skills initiatives in higher education: What effects do they have on graduate labour market outcomes? Education Economics, 1(1), 1–30. https://doi.org/10.1080/09645290802028315
- McLean, M., & Barker, H. (2004). Students making progress and the ‘research‐teaching nexus’ debate. Teaching in Higher Education, 9(4), 407–419. https://doi.org/10.1080/1356251042000252354
- Mitchell, R. L. (2006). Emanation and generation. About Campus, 11(5), 29–30. https://doi.org/10.1002/abc.185
- Moore, N., Fournier, E. J., Hardwick, S. W., Healey, M., Maclachlan, J., & Seemann, J. (2011). Mapping the journey toward self-authorship in geography. Journal of Geography in Higher Education, 35(3), 351–364. https://doi.org/10.1080/03098265.2011.563378
- Moore-Cherry, N., Healey, R., Nicholson, D. T., & Andrews, W. (2016). Inclusive partnership: Enhancing student engagement in geography. Journal of Geography in Higher Education, 40(1), 84–103. https://doi.org/10.1080/03098265.2015.1066316
- Morrar, R., Arman, H., & Mousa, S. (2017). The fourth industrial revolution (Industry 4.0): A SOCIAL INNOVATION PERSPECTIVE. Technology Education and Management Review, 7(11), 12–20. https://doi.org/10.22215/timreview/1117
- Neary, M., Saunders, G., Hagyard, A., & Derricott, D. (2014). Student as producer: Research-engaged teaching, an institutional strategy. The Higher Education Academy. https://www.heacademy.ac.uk/knowledge-hub/student-producer-research-engaged-teaching-and-learning-institutional-strategy
- Palfreyman, D., & Tapper, T. (2009). Structuring mass higher education: The role of elite institutions. Routledge.
- Pegg, A., Waldock, J., Hendy-Isaac, S., & Lawton, R. (2012). Pedagogy for employability. Higher Education Academy.
- Robertson, J. (2007). Beyond the ‘research/teaching nexus’: Exploring the complexity of academic experience. Studies in Higher Education, 32(5), 541–556. https://doi.org/10.1080/03075070701476043
- Schapper, J., & Mayson, S. E. (2010). Research-led teaching: Moving from a fractured engagement to a marriage of convenience. Higher Education Research & Development, 29(6), 641–651. https://doi.org/10.1080/07294360.2010.489236
- Simons, M., & Elen, J. (2007). The research-teaching nexus’ and ‘education through research’: An exploration of ambivalences. Studies in Higher Education, 32(5), 617–631. https://doi.org/10.1080/03075070701573781
- Speake, J. (2015). Navigating our way through the research-teaching nexus. Journal of Geography in Higher Education, 39(1), 131–142. https://doi.org/10.1080/03098265.2014.1002080
- Tight, M. (2016). Examining the research/teaching nexus. European Journal of Higher Education, 6(4), 293–311. https://doi.org/10.1080/21568235.2016.1224674
- Tweed, F., & Boast, R. (2011). Reviewing the ‘research placement’ as a means of enhancing student learning and expanding research capacity. Journal of Geography in Higher Education, 35(4), 599–615. https://doi.org/10.1080/03098265.2011.559579
- Walkington, H. (2015). Students as researchers: Supporting undergraduate research in the disciplines in higher education. The higher education academy.
- Walkington, H., Griffin, A. L., Keys-Mathews, L., Metoyer, S. K., Miller, W. E., Baker, R., & France, D. (2011). Embedding research-based learning early in the undergraduate geography curriculum. Journal of Geography in Higher Education, 35(3), 315–330. https://doi.org/10.1080/03098265.2011.563377
- Zamorski, B. (2010). Research-led teaching and learning in higher education: A case. Teaching in Higher Education, 7(4), 411–427. https://doi.org/10.1080/135625102760553919