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Farcas, D., Bernardes, S. F. & Matos, M. (2017). The research-teaching nexus from the Portuguese academics’ perspective: a qualitative case study in a school of social sciences and humanities. Higher Education. 74 (2), 239-258

I. D. Farcas et al.,  "The research-teaching nexus from the Portuguese academics’ perspective: a qualitative case study in a school of social sciences and humanities", in Higher Education, vol. 74, no. 2, pp. 239-258, 2017

@article{farcas2017_1732210814180,
	author = "Farcas, D. and Bernardes, S. F. and Matos, M.",
	title = "The research-teaching nexus from the Portuguese academics’ perspective: a qualitative case study in a school of social sciences and humanities",
	journal = "Higher Education",
	year = "2017",
	volume = "74",
	number = "2",
	doi = "10.1007/s10734-016-0046-4",
	pages = "239-258",
	url = "http://link.springer.com/article/10.1007/s10734-016-0046-4"
}

TY  - JOUR
TI  - The research-teaching nexus from the Portuguese academics’ perspective: a qualitative case study in a school of social sciences and humanities
T2  - Higher Education
VL  - 74
IS  - 2
AU  - Farcas, D.
AU  - Bernardes, S. F.
AU  - Matos, M.
PY  - 2017
SP  - 239-258
SN  - 0018-1560
DO  - 10.1007/s10734-016-0046-4
UR  - http://link.springer.com/article/10.1007/s10734-016-0046-4
AB  - This paper reports on a study conducted as part of an action-research project—INTEGRA I&E—aiming to promote the research and teaching (R&T) nexus at the School of Social Sciences and Humanities of a Research University in Lisbon, Portugal (Instituto Universitário de Lisboa, ISCTE-IUL). This study set out to investigate a multi-informant perspective of the academics’ rhetoric (conceptions, perception of barriers/facilitators and consequences) concerning the nexus, which can be considered at different levels of the curricular and organizational structure. Focus groups were conducted with 26 professors and 8 researchers from six different disciplinary areas and, afterwards, recorded and transcribed. A content analysis was used to categorize and quantify participants’ responses. Four themes emerged: practices linking R&T, barriers, facilitators and consequences of the nexus. Different levels of analysis were identified for each theme, namely, the level of ISCTE-IUL, Research Centers, Departments, Courses and Classes. Some disciplinary differences were also encountered. This study contributes with a multi-informant and multi-level perspective of academics’ conceptions of the R&T nexus in a Portuguese research-oriented university.
ER  -