18 | JADE
ANGELO LEONE ET AL .
Perhaps this movement began with the work of Wilhelm Von Humboldt , whose vision , in 1810 , of the future of the University of Berlin was one of integrated practice . According to him the purpose of a University , for both the teacher and the student , is a common quest for knowledge ( Elton , 1986 ). According to Elton , Von Humbolt effectively “ abolished the problematic nature of the researchteaching link ” ( Elton , 2001 ). However , the tension between the two central academic missions appeared less relevant or obvious for John Henry , a rector of a Catholic University of Ireland , who considered the University as “ a place of teaching universal knowledge ” and a source for the “ diffusion and extension of knowledge ”. He added : “ If the university objective were scientific and philosophical discovery only then why a University should have students ” ( Elton , 2001 ).
The approaches taken by Von Humbolt have not proven to be longstanding as both the German and the British along with those of other western societies universities became increasingly research oriented during the 19th , 20th , and 21st centuries . A commonly overlooked issue is the obvious point that learning is not always the outcome of teaching . In the US , this issue in undergraduate education was the focus point for a series of task-force reviews and reports ( Goldman et al , 2006 ). Perhaps the most notable of these reviews was the landmark statement of Steven Mintz , which recommended the stimulation of a broader and deeper intellectual engagement by students in all undergraduate teaching settings . Consequently , a significant increase in undergraduate involvement in research and independent learning was strongly recommended in order to develop the skills of independent scholars , and to support students as they take advantage of the opportunity that only a researchled university might offer . This trend of emphasis on synergism between teaching and research has led to a parallel movement in the UK : the scholarship of teaching and learning ( Kreber , 2002 ). What is evident is that there were many variations in how academics from different disciplines preferred to approach the scholarship of teaching ( Lueddecke , 2008 ). Even if such concepts of linking research to teaching had been discussed extensively , there had been little consensus about the measurable impact upon the practices of university teaching-culture ( Hay and Kinchin , 2008 ). However , there is evidence , nowadays , that in some areas of higher education efforts are being made to encourage more scholarly approaches in support of teaching and learning ( Berret , 2011 ). In addition , more funding has been made available to support the growth of pedagogic research in teaching- led institutions both in UK and USA ( Blackmore , 2009 ; Kinchin , 2009 ). Lee Schulman , president of the US Carnegie Foundation for the advancement of teaching , asserted that academics are members of at least two “ professions ”; there seems to be a “ significant promise ” for reconnecting the scholarship