gms | German Medical Science

Learning through Inquiry in Higher Education: Current Research and Future Challenges (INHERE 2018)

08.03. - 09.03.2018, München

An integrative model for “teaching-based inquiry”? Advancing the debate of how to link teaching and research for the mutual benefit of students and scholars

Meeting Abstract

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Learning through Inquiry in Higher Education: Current Research and Future Challenges (INHERE 2018). München, 08.-09.03.2018. Düsseldorf: German Medical Science GMS Publishing House; 2018. Doc08

doi: 10.3205/18inhere08, urn:nbn:de:0183-18inhere086

Published: March 1, 2018

© 2018 Fischer.
This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 License. See license information at



As a result of systemic constraints in German academia (e.g., the pressure to publish or the increasing national and international competition for external funding), some scholars have been reluctant to invest additional resources for the enhancement of their students’ competencies in inquiry-based forms of teaching. In order to overcome the talk of seemingly contradicting imperatives, the author of this contribution has discussed the concept of “teaching-based inquiry” (“lehrendes Forschen”), comprising three approaches of how scholars may efficiently integrate their teaching into their research without neglecting effective student learning [1]. Based on these approaches, this presentation will introduce the audience to an integrative model which aims to support scholars in meeting both objectives: The enhancement of student learning and the use of teaching for advancing the scholars’ academic career. The model rests on a pragmatic, experience-based approach and responds to significant needs of the academic practice. By outlining different procedures for teaching-based inquiry, it motivates researchers to recognize the connection of teaching and research as a distinct project with the need for its own resources. The model is flexibly adaptable to specific research contexts and could play an important part in the broader discussion of how the famous Humboldtian vision of a unity of teaching and research could be revitalized [2], [3].


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