Please use this identifier to cite or link to this item:
192.168.6.56/handle/123456789/47255Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Barnett, Ronald | - |
| dc.date.accessioned | 2019-02-25T08:26:18Z | - |
| dc.date.available | 2019-02-25T08:26:18Z | - |
| dc.date.issued | 2005 | - |
| dc.identifier.isbn | -13: 978 0335 21701 | - |
| dc.identifier.uri | http://10.6.20.12:80/handle/123456789/47255 | - |
| dc.description | The debate about research and teaching relationships is neither new nor UK-specific. However, the debate has come to have significant implications in terms of research and teaching policy making at both national and institutional level. If research does inform teaching and, more specifically, has a positive impact upon the quality of teaching, then this may be used as an argument for increasing the funding of research. If the opposite is true, | en_US |
| dc.language.iso | en | en_US |
| dc.publisher | McGraw-Hill | en_US |
| dc.subject | Scholarship and Teaching | en_US |
| dc.title | Reshaping theUniversityNew Relationships between Research,Scholarship and Teaching | en_US |
| dc.type | Book | en_US |
| Appears in Collections: | Education Planning & Management(EDPM) | |
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