The Electronic Journal of Business Research Methods provides perspectives on topics relevant to research in the field of business and management
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Journal Issue
Volume 3 Issue 1 / Sep 2005  pp1‑92

Editor: Arthur Money

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The Development of an Evaluation Framework for Partnership Working  pp1‑10

Maurice Atkinson

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Through a Glass Darkly: Fact and Filtration in the Interpretation of Evidence  pp11‑24

Frank Bannister

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Towards a Second Order Research Methodology  pp25‑36

Jim Brown, Petia Sice

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The Nexus Between Teaching and Research: A Qualitative Study Using two Focus Group on Academic Information Systems Teachers  pp37‑56

Kevin Grant, Stuart Fitzgerald

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Abstract

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 academyuniversity 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, Academic Identity

 

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Grounded Theory: Its Diversification and Application Through two Examples From Research Studies on Knowledge and Value Management  pp57‑68

Kirsty Hunter, Subashini Hari, Charles Egbu, John Kelly

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Mixed‑mode Surveys Using Mail and Web Questionnaires  pp69‑80

Matthias Meckel, David Walters, Philip Baugh

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Grounded in Practice: Using Interpretive Research to Build Theory  pp81‑92

Bruce H. Rowlands

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