1. Research-Teaching Linkages Liz Bondi School of Health in Social Science Learning and Teaching Away Day 12 May 2010

2. The Context Close links not inevitable, institutionally or within professional identities HE policy calls for linkage in University teaching, hence QAA enhancement theme College Learning and Teaching Strategy aims “to give students an excellent learning experience, engaged with and informed by the research conducted within our internationally leading university” Influence and impacts of research-teaching linkages complex and contested

3. Research-teaching linkages in the curriculum Research-tutored Curriculum emphasises learning focused on students writing and discussing papers or essays Research-based Curriculum emphasises students undertaking inquiry-based learning Research-led Curriculum is structured around teaching subject content Research-oriented Curriculum emphasises teaching processes of knowledge construction in the subject STUDENTS AS PARTICIPANTS STUDENTS AS AUDIENCE EMPHASIS ON RESEARCH CONTENT EMPHASIS ON RESEARCH PROCESSES From M Healey (2005) Linking research and teaching: exploring disciplinary spaces and the role of inquiry-based learning, in R Barnett (ed) Reshaping the University McGraw Hill

4. Research-teaching linkages in disciplinary perspective ResearchTeaching Practice Pedagogical Research Knowledge exchange Clinical education Curricula

5. Issues to explore in the workshop In your work, how do you link research and teaching? – Aspects of your work that fit within the typologies in the preceding slides – Aspects of your work that link research and teaching in different ways What influences the ways in which you link research and teaching in your work? What impacts flow from research-teaching linkages in your work? What kind of changes would you like to make in research- teaching linkages in your work?