1. How We Manage to Research (Despite the Teaching!) Professor Peter Newby Centre for Higher Education Research School of Lifelong Learning and Education Middlesex University

2. Why Do We Bother? Because it establishes credibility with students Because it enhances student capability Because it sustains staff vitality

3. The Context For Our Approach Wish to build capacity Limited resource – high capability RAE – we never expected a lot Work out our own solutions

4. The Strategy Build resources Staff PhDs Staff expertise (e.g. exclusion) Funding – other peoples money, our agenda Build a research environment Knowledge clusters (creativity, skills, social exclusion) Knowledge exchange supervision

5. Squaring Research and Teaching Research to shape the student experience The four tribes and the reconstruction of the first year education studies programme

6. Becoming a Learning Community Staff and students learn together in ITT/PGCE Collaborative research generating meta- learning through review of process and outcomes Teaching, research and learning Interchangeable indistinguishable

7. Examples Trainers GCSE students + teachers and PGCE students +lecturers Research the production of trainers Review of pedagogic, moral, social and economic issues as teacher trainers Field ITT students Review of area in terms of art, English, literacy, history, geography, citizenship Embedded peer observation of teaching

8. And One More Example Joining the Dots Primary art and English ITT Nature of creativity- role of teacher and learner Making a book And the others – Dare, Vertex,, dissertation as design

9. R&D Researching practice to develop practice Argumentation – understanding graduacy in a disciplinary context On-Line learning SuperStella – supervisors as workplace mentors SuperiorStella – do generic tutors have a role? Can HEIs collaborate in delivering programmes on-line? High level skills development Reintegrating skills into a functional group Entrepreneurship first, leadership second

10. Summing Up On the plus side Engages all staff who want to be engaged Enthuses students On the downside Process valued over research output Not policy centred - therefore of questionable influence But it makes going to work and class more fun!