Abstracts - Earli

teaching and research is limited. In addition, little research is conducted on the characteristics ofteaching when a nexus is attempted. This study investigates the perceived importance of the nexusand different forms of appearance of the nexus, with a special attention of the teachingcharacteristics and the influence of the programme level. For the study 54 faculties of 7universities of the League of Research Intensive Universities (LERU) were interviewed. Theresults indicate that nexus is experienced as important and very suitable for the development of amature epistemological disposition of ‘critical thinking’ among students. A different approach toteaching between bachelor and master programs was found. Whereas in the bachelor aninstrumental approach seems to prevail, an immersive model is more typical in the master.The effect of own study experiences and teaching traditions of own discipline on regulation ofuniversity teachingSari Lindblom-Ylänne, University of Helsinki, FinlandAnne Nevgi, University of Helsinki, FinlandKeith Trigwell, University of Sydney, AustraliaThe aims of the present study are twofold. Firstly, the aim is to explore variation and dimensionsin regulation of teaching in a multidisciplinary university. Secondly, the aim is it to analyse factorsrelated to regulation of university teaching. It is hypothesised that teaching traditions of owndisciplines, teaching cultures of the departments and study experiences as students affectregulation of university teaching. Participants of the study were 73 university teachers representingvarious disciplines, who were interviewed. The results showed that three different groupsemerged, which reflected qualitatively different ways to regulate teaching. The first group wasentitled Limited self-regulation. Teachers who belonged to this group considered that teachingtraditions of their own discipline set frames for development of teaching practices and methods.The second category was entitled Self-regulation as a reaction against own bad experiences.Teachers who belonged to this group expressed a clear choice not to do the same for own studentsas was done to them when they were students. These teachers reported that they had learned fromtheir bad study experiences and developed teaching practices different from their own universityteachers. The third group was entitled Self-regulation as constructing own approach to teachingthrough reflection. Teachers who belonged to this group had systematically analysed their ownstudy experiences and the traditions of their own discipline and department and developed theirown way of teaching through reflection. The results of the study deepen our knowledge andunderstanding of factors related to regulation of university teaching. The results may be applied inenhancing student learning and the quality of teaching at university. Furthermore, the resultsprovide important information for educational development on how discipline and teachingtraditions steer university teaching.Conceptions of knowledge, research and teaching and their influence on the research-teachingnexusGerda Visser-Wijnveen, Leiden University, NetherlandsJan van Driel, Leiden University, NetherlandsAntonya Visser, Leiden University, NetherlandsNico Verloop, Leiden University, NetherlandsUniversities are supposed to be institutes where research and teaching are closely related.Qualitative studies indicate that the belief in a symbiotic relationship is very strong amongacademics. Disciplinary culture and disciplinary epistemology shape the way academics perceivethis relationship, and act in their discipline. Therefore, when looking at how to strengthen the link– 287 –