A seamless blend of research and professional practice: dual coupling in engineering education

References

• Andrén, C. G. (2013). Visioner, vägval och verkligheter. Svenska universitet i utveckling efter 1940 [ Visions, choices and realities: The development of Swedish universities after 1940]. Lund: Nordic Academic Press.
   Google Scholar
• Björklund, S. (1991). Forskningsanknytning genom disputation [ Research connection through disputation]. Uppsala: Almqvist & Wiksell.
   Google Scholar
• Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. New York: The Carnegie Foundation for the Advancement of Teaching.
   Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. doi: 10.1191/1478088706qp063oa
   Google Scholar
• 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. doi: 10.1080/0729436032000056571
   Google Scholar
• Brew, A., & Mantai, L. (2017). Academics’ perceptions of the challenges and barriers to implementing research-based experiences for undergraduates. Teaching in Higher Education, 22(5), 551–568. doi: 10.1080/13562517.2016.1273216
   Web of Science ®Google Scholar
• Christensen, S. H., & Erno-Kjolhede, E. (2011). Academic drift in Danish professional engineering education. Myth or reality? Opportunity or threat? European Journal of Engineering Education, 36(3), 285–299. doi: 10.1080/03043797.2011.585225
   Google Scholar
• Christensen, S. H., & Newberry, B. (2015). The role of research in academic drift processes in European and American professional engineering education outside the universities. In S. H. Christensen, C. Didier, A. Jamison, M. Meganck, C. Mitcham, & B. Newberry (Eds.), International perspectives on engineering education (pp. 33–69). Cham Heidelberg New York Dordrecht London: Springer.
   Google Scholar
• Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education (7th ed.). London and New York: Routledge.
   Google Scholar
• Edström, K. (2017). Exploring the dual nature of engineering education: Opportunities and challenges in integrating the academic and professional in the curriculum (Doctoral dissertation). Retrieved from http://kth.diva-portal.org
   Google Scholar
• Elsen, M. G., Visser-Wijnveen, G. J., Van der Rijst, R. M., & Van Driel, J. H. (2009). How to strengthen the connection between research and teaching in undergraduate university education. Higher Education Quarterly, 63(1), 64–85. doi: 10.1111/j.1468-2273.2008.00411.x
   Google Scholar
• Elton, L. (2001). Research and teaching: Conditions for a positive link. Teaching in Higher Education, 6(1), 43–56. doi: 10.1080/13562510020029590
   Google Scholar
• Geschwind, L. (2015). Research ties: Sine qua non of higher education? In J. Björkman, & B. Fjaestad (Eds.), Thinking ahead. Research, funding and the future (pp. 91–106). Göteborg: Makadam.
   Google Scholar
• 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. doi: 10.1080/0307507042000287212
   Web of Science ®Google Scholar
• Harwood, J. (2006). Engineering education between science and practice: Rethinking the historiography. History and Technology, 22(1), 53–79. doi: 10.1080/07341510500497210
   Google Scholar
• Harwood, J. (2010). Understanding academic drift: On the institutional dynamics of higher technical and professional education. Minerva, 48(4), 413–427. doi: 10.1007/s11024-010-9156-9
   Web of Science ®Google Scholar
• Healey, M. (2005). Linking research and teaching exploring disciplinary spaces and the role of inquiry-based learning. In R. Barnett (Ed.), Reshaping the university: New relationships between research, scholarship and teaching (pp. 67–78). New York: Society for Research into Higher Education & Open University Press.
   Google Scholar
• Heggen, K., Karseth, B., & Kyvik, S. (2010). The relevance of research for the improvement of education and professional practice. In S. Kyvik, & B. Lepori (Eds.), The research mission of higher education institutions outside the university sector: Striving for differentiation (pp. 45–60). Dordrecht Heidelberg London New York: Springer.
   Google Scholar
• Hills, J., Robertson, G., Walker, R., Adey, M., & Nixon, I. (2003). Bridging the gap between degree programme curricula and employability through implementation of work-related learning. Teaching in Higher Education, 8(2), 211–231. doi: 10.1080/1356251032000052456
   Google Scholar
• Jenkins, A., Healey, M., & Zetter, R. (2007). Linking teaching and research in disciplines and departments. York: The Higher Education Academy.
   Google Scholar
• Knight, P., & Yorke, M. (2004). Learning, curriculum and employability in higher education. London and New York: RoutledgeFalmer.
   Google Scholar
• Kvale, S., & Brinkman, S. (2009). Interviews: Learning the craft of qualitative interviewing (2nd ed.). London: Sage.
   Google Scholar
• Kyvik, S. (2009). Academisation: The dynamics of change in higher education: Expansion and contraction in an organisational field (pp. 135–165).
   Google Scholar
• Levy, P. (2011). Embedding inquiry and research into mainstream higher education: A UK perspective. Council on Undergraduate Research Quarterly, 32(1), 36–42.
   Google Scholar
• Magna Charta Universitatum. Retrieved from https://media.ehea.info/file/Magna_Charta_Universitatum/96/3/Magna_Charta_Universitatum_574963.pdf
   Google Scholar
• Neave, G. (1979). Academic drift: Some views from Europe. Studies in Higher Education, 4(2), 143–159. doi: 10.1080/03075077912331376927
   Web of Science ®Google Scholar
• Östling, J. (2018). Humboldt and the modern German university: An intellectual history. Lund: Lund University Press.
   Google Scholar
• Prince, M. J., & Felder, R. M. (2006). Inductive teaching and learning methods: Definitions, comparisons, and research bases. Journal of Engineering Education, 95(2), 123–138. doi: 10.1002/j.2168-9830.2006.tb00884.x
   Web of Science ®Google Scholar
• Qualifications Ordinance. Retrieved from https://www.uhr.se/en/start/laws-and-regulations/Laws-and-regulations/The-Higher-Education-Ordinance/Annex-2/
   Google Scholar
• Robertson, J. (2007). Beyond the ‘research/teaching nexus’: Exploring the complexity of academic experience. Studies in Higher Education, 32(5), 541–556. doi: 10.1080/03075070701476043
   Web of Science ®Google Scholar
• Seely, B. (1993). Research, engineering, and science in American engineering colleges: 1900–1960. Technology and Culture, 34(2), 344–386. doi: 10.2307/3106540
   Web of Science ®Google Scholar
• Tight, M. (2015). Theory development and application in higher education research: The case of academic drift. Journal of Educational Administration and History, 47(1), 84–99. doi: 10.1080/00220620.2015.974143
   Web of Science ®Google Scholar
• Trigwell, K., & Reid, A. (1998). Introduction: Work-based learning and the students’ perspective. Higher Education Research & Development, 17(2), 141–154. doi: 10.1080/0729436980170201
   Google Scholar
• Webster, C. (2002). Constructing the teaching-research link in the built environment disciplines. Exchange, 3, 15–16.
   Google Scholar
• Willison, J. (2012). When academics integrate research skill development in the curriculum. Higher Education Research & Development, 31(6), 905–919. doi: 10.1080/07294360.2012.658760
   Web of Science ®Google Scholar