1. Research Related Teaching
Dr John Peters
National Teaching Fellow, Fellow of the HEA,
Principal Lecturer in Higher Education
Deputy Head of Academic Practice and Development
Associate Director (Research) Centre for Recording Achievement

2. Learning Outcomes Colleagues will be able to:
Discuss definitions of research and scholarship
Analyse theorisations of the links between research and teaching
Discuss possible working relationships between research and teaching
Plan actions to carry forward research related teaching in their own work

3. Plan Lunch! Define research and scholarship
Explore relationships between research and teaching
Case studies
Action planning

4. What are research and scholarship?

5. Rae definition of research
‘Research, for the purpose of the rae, is to be understood as original investigation undertaken in order to gain knowledge and understanding.’
HEFCE, (2005) Guidance to Panels RAE 01/2005

6. Rae definition of research 2
It includes:
Work of direct relevance to the needs of commerce and industry and to the public and voluntary sector
Scholarship*
The invention and generation of ideas, images, performances and artefacts including design, where these lead to new or substantially improved insights
The use of existing knowledge in experimental development to produce new or substantially improved materials, devices, products and processes, including design and construction.

7. Rae definition of research 3
It excludes routine testing and routine analysis of materials, components and processes such as for the maintenance of national standards, as distinct from the development of new analytical techniques. It also excludes the development of teaching materials that do not embody original research.
*Scholarship is defined as the creation, development and maintenance of the intellectual infrastructure of subjects and disciplines, in forms such as dictionaries, scholarly editions, catalogues and contributions to major research databases.

8. Boyer, E. (1990) Scholarship Reconsidered

9. Boyer Scholarships 1 Discovery Integration
Investigative, Rae definition
Contributing to the stock of human knowledge
Mode 1 knowledge [Gibbons (1994)]
Integration
Synthesis, interpretive, making connections
Text book publication
Inter-disciplinarity

10. Boyer’s Scholarships 2 Application Teaching Engagement or Service
Problem solving in the community
Mode 2 knowledge
Teaching
How to teach and promote learning
Situated in discipline practice

11. Glassick, C. (1997) Scholarship Assessed
Clear Goals
Adequate preparation
Appropriate methods
Significant results
Effective communication
Reflective critique

12. Revisit maps?
Case studies
Revisit again

13. Linking research and teaching 1
‘At University scholarship is about not yet wholly solved problems and hence always in research mode … the teacher is then not there for the sake of the student, but both have their justification in the service of scholarship.’ Humbolt (1810)
‘The element of partnership between teacher and taught in a common pursuit of knowledge and understanding should become the dominant element as the pupil matures and as the intellectual level of work done rises.’ Robins (1963)

14. Linking research and teaching 2
‘We want all students to access the benefits exposure to teaching informed by research can bring. … An understanding of the research process – asking the right questions in the right way; conducting experiments; and collating and evaluating information - must be a key part of any undergraduate curriculum.’ Rammel (2006)

15. HEFCE 2006/11 TQEF: funding arrangements
All students have a right to learn in an environment that provides the opportunity to fully develop their knowledge, understanding and skills. A learning environment informed by research provides learners with an understanding of knowledge creation (the research process and research methods) and its application (in economic, social, health and global contexts). It also stimulates key skills of critical analysis, respect for evidence and informed decision-making. We feel that a research-informed environment to stimulate the development of knowledge and skills is appropriate to all levels of student learning in higher education.

16. HEFCE (2006) TQEF: funding arrangements
We have identified four areas where institutions could seek to invest funds:
keeping the curriculum up-to-date and active, effectively supported by appropriate learning resources linked to recent research
enabling staff to engage with developments in their field and link to developments in their teaching
ensuring that courses are designed in ways that support the development of learning outcomes appropriate to the knowledge economy, including appropriate pedagogy – that is, students experiencing research, and developing research skills
embedding research-informed teaching in institutional structures, including human resources strategies and quality assurance processes.

17. University of Worcester HEFCE research informed teaching allocation
2006/ £ 68,687
2007/8 - £103,031
2008/9 - £103,031

18. Jenkins, A. (2005) Strategies for linking teaching and research
Curriculum Structured Around:
Bradford
Research led
Subject content
Learning about other’s research
Research oriented
Research methods and processes
Learning to do research
Research based
Inquiry-based learning
Inquiry based learning
Research informed
Understanding of pedagogic principles
Pedagogic research

19. Healey, M. (2005) Linking research and teaching
Participants
Research tutored e.g. learning through writing
Research based e.g. inquiry based learning
Content
Process
Research led e.g. teaching content
Research oriented e.g. teaching research process
Audience

20. Research led teaching?
People assume a linear cause-and-effect relationship between scholarship that moves from research, to publication, to application to teaching. It's as though the latter are not considered part of scholarship at all, but "grow out of it". Boyer contests: "The arrow of causality can, and frequently does, point in both directions. Theory surely leads to practice. But practice also leads to theory. Teaching, at its best, shapes both research and practice."

21. Linking teaching and research Peters 2008?
Participants
Apprenticeship model e.g. co-researching the subject
Learning led model e.g. co-researching learning
Content
Process
Discipline led model e.g. publishing teaching content / text books
Teaching led model e.g. study skills books or teaching case studies
Audience

22. Elkin, J. (2008) Research and Scholarship at UW: research
Informs and is informed by practice
Is accessible, purposeful, innovative, and of benefit to the University’s wider community
Promotes effective synergy between scholarship, research, teaching, knowledge transfer and enterprise
Interdisciplinary and multi-professional research excellence is a particular focus

23. Elkin, J. (2008) Research and Scholarship at UW: context
A research and practice informed teaching environment benefits students and the wider, academic, professional and public good
High quality scholarly activity, research, professional activity and knowledge transfer underpin high quality learning and teaching and the development of the curriculum
All academic staff will be engaged in scholarship, advanced scholarship or research as part of their professional commitment and contract of employment
Staff need to maintain their up-to-date understanding of their discipline to deliver excellent higher education

24. Six strategies for development, Jenkins, Healey & Zetter (2007)
Develop departmental and disciplinary understanding [of the terms]
Review current practice and culture
Develop a set of related curricula interventions [ e.g. a ‘research’ spine]
Develop staffing policies
Integrate policies and structures for teaching and research
Progress the link [keep asking questions!]

25. Possible Themes Policy on research and teaching
Access to research funding
Access to research communities
Curriculum design and Assessment
Student research
Research from teaching

26. What can you, in your department do to promote research related teaching?

27. References Boyer, E. (1990) Scholarship Reconsidered
Elton, L. (1986), ‘Research and Teaching: symbiosis or conflict’, Higher Education 15, pp. 299 – 304.
Glassick, C. (1997) ‘Scholarship Assessed’
Healey, M. (2005) ‘Linking research and teaching exploring disciplinary spaces and the role of inquiry-based learning’ in Barnett, R. Reshaping the University
HEFCE (2006) TQEF: funding arrangements to
Jenkins, A. (2005) ‘Strategies for linking teaching and research’ Academy Exchange, 2, 12-14
Jenkins, A. Healey, M. & Zetter, R. (2007) Linking teaching and research in disciplines and departments