Exploring scientific research disposition from the perspective of academics 1

Many universities are searching for ways to strengt hen linkages between research, teaching and learning. However, at universities intangible eleme nts of research practice, like scientific research disposition, often remain implicit. Giving explicit attention to these elements might improve both university teaching as well as student learning. In particular, understanding differences and similarities of academics’ scientific research disp o itions can help to enhance links between research , teaching and learning. The aim of present study is to explore various aspects of scientific research disposition of academics. This phenomenographic stu dy into academics' conceptions provides a full qualitative variation of aspects of scientific rese arch dispositions. Participants were 23 academics from the departments of mathematics and natural sci ences at Leiden University. Academics varied in research experience, and represented the discipline s within the departments. Six different aspects of scientific research dispositions were categorised i n the phenomenographic analysis of interview transcripts; (1) inclination to know, (2) to share, (3) to be critical, (4) to achieve, (5) to underst and, and (6) to be innovative. This categorisation refle cts the qualitative variety of all aspects within scientific research dispositions of academics. Part icipants put different emphasis on aspects of their scientific research disposition. The results of thi s study provide academics with extra knowledge abou t research practice and scientific research dispositi ns. Profound understanding of scientific research dispositions can be useful during university teachi ng of scientific research. Introduction Studies into scientific research practice have show n that the idea of a common single scientific method is overly misleading. Many schola rs have presented more broadminded pictures about the phenomenon of scientific research (cf. Bauer, 1992; Latour & Woolgar, 1979; Rowbottom & Aiston, 2006). General ly, these studies were undertaken to provide a better understanding of res earch practice from the perspective of researchers' personal experiences. Although, sci entific practices are highly personal, these studies show that generalizable set s of common categories can be distinguished. These 'categories of description' (Marton, 1981, 1986) provide understanding of what scientific research actually is from the researchers' perspective. A profound understanding of scientific research pra ctice is necessary when teaching students to undertake scientific research at univer siti s. Throughout last decades the call for strengthening linkages between research, t eaching and learning at universities, has been answered by a large amount of studies from various countries (cf. USA: Boyer, 1990; Boyer-Commission, 1994 and 1998; Austr alia: Brew, 2006; UK: Barnett, 2005; Griffiths, 2004; Healey, 2005; Jenki ns, Blackman, Lindsay & PatonSaltzberg, 1998; Netherlands: Elsen, Visser-Wijnvee , Van der Rijst & Van Driel, 2007). These studies present positive views on stim ulating student learning by developing pedagogies and instructional approaches aimed at enhancing these links in higher education institutions. Knowledge of scienti fic research practice and understanding experiences of academics can be helpf ul when looking for ways to link research, teaching and learning. Every researcher has a personal tendency to act in a specific way when undertaking scientific research. Some researchers, for example, might strongly focus on critically investigating literature and observations from thei r xperiment. Others, however, * Correspondence to: Roeland Van der Rijst; e-mail: rrijst@iclon.leidenuniv.nl