Democratising research engagement: ambition, evidence, and the stubborn realities of stratified higher education: Healey, M. (2025). The research-education nexus: Engaging students in research and inquiry. University of Westminster.

Zeenar Salim

doi:10.47408/jldhe.vi39.1879

Democratising research engagement: ambition, evidence, and the stubborn realities of stratified higher education

Healey, M. (2025). The research-education nexus: Engaging students in research and inquiry. University of Westminster.

Authors

Zeenar Salim University of Georgia https://orcid.org/0000-0003-1563-9037

DOI:

https://doi.org/10.47408/jldhe.vi39.1879

Keywords:

research-education nexus, undergraduate research, students as partners, enquiry-based learning, learning development

Author Biography

Zeenar Salim, University of Georgia

Zeenar Salim is the Assistant Director for Instructional Development at the Center for Teaching and Learning, where she leads instructional development programmes for the faculty at University of Georgia (UGA). Prior to joining UGA, Zeenar worked as a Faculty Developer at the Network of Teaching and Learning at the Aga Khan University, where she designed and implemented professional development programming for faculty across campuses in Pakistan, East Africa, and the United Kingdom. Her areas of interest include student–faculty partnerships, reflective practice, design thinking, and learner-centred learning experiences.

References

Briggs, S., & Kantcheva, R. (2025). Identifying typical academic language and learning development practitioner roles and specialisms: An international taxonomy. Journal of Learning Development in Higher Education, (38), 1–31. https://doi.org/10.47408/jldhe.vi38.1546

Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging students as partners in learning and teaching: A guide for faculty. John Wiley & Sons.

Hattie, J., & Marsh, H. W. (1996). The relationship between research and teaching: A meta-analysis. Review of Educational Research, 66(4), 507–542. https://www.jstor.org/stable/1170652

International Committee of Medical Journal Editors [ICMJE]. (2025). Recommendations for the conduct, reporting, editing, and publication of scholarly work in medical journals. https://www.icmje.org/recommendations

Kuh, G. D., O’Donnell, K., & Schneider, C. G. (2017). HIPs at ten. Change: The Magazine of Higher Learning, 49(5), 8–16. https://doi.org/10.1080/00091383.2017.1366805

Lock, J., Johnson, C., Hill, L., Ostrowski, C., & da Rosa dos Santos, L. (2021). From assistants to partners: A framework for graduate students as partners in SoTL research. Teaching & Learning Inquiry, 9(2), 1–18. https://eric.ed.gov/?id=EJ1314757

Marusic, A., Bosnjak, L., & Jeroncic, A. (2011). A systematic review of research on the meaning, ethics and practices of authorship across scholarly disciplines. PLOS ONE, 6(9), Article e23477. https://doi.org/10.1371/journal.pone.0023477

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Published

27-03-2026

How to Cite

Salim, Z. (2026). Democratising research engagement: ambition, evidence, and the stubborn realities of stratified higher education: Healey, M. (2025). The research-education nexus: Engaging students in research and inquiry. University of Westminster. Journal of Learning Development in Higher Education, (39). https://doi.org/10.47408/jldhe.vi39.1879

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Issue

No. 39 (2026)

Section

Reviews

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