Task! Discussing the University web site… Ensure you all have session handout Discuss with those around you how this university conceives the roles of teaching and research –at this stage this discussion is private “University of Cyprus aims to establish itself as a Pioneer Research Institution achieving International Scientific Recognition …. The main objectives of the University are twofold: the promotion of scholarship and education through teaching and research, and the enhancement of the cultural, social and economic development of Cyprus. In this context, the University believes that education must provide more than simply accumulation of knowledge. It must also encourage students' active participation in the process of learning …. Research is promoted and funded in all departments for its contribution to scholarship in general and for its local and international applications.” (University web site)
Task! Discussing the University web site… Ensure you all have session handout Discuss with those around you how this university conceives the roles of.
Dec 25, 2015
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Transcript
Task Discussing the University web sitehellip
Ensure you all have session handout
Discuss with those around you how this university conceives the roles of
teaching and research ndashat this stage this discussion is private
ldquoUniversity of Cyprus aims to establish itself as a Pioneer Research Institution achieving
International Scientific Recognition hellip
The main objectives of the University are twofold the promotion of scholarship and
education through teaching and research and the enhancement of the cultural
social and economic development of Cyprus
In this context the University believes that education must provide more than simply
accumulation of knowledge It must also encourage students active participation
in the process of learning hellip
Research is promoted and funded in all departments for its contribution to scholarship in
general and for its local and international applicationsrdquo (University web site)
Linking Discipline based Research with Teaching to Benefit Student Learning ldquohellip universities should treat learning as not yet wholly solved problems
and hence always in research moderdquo (Humboldt 1970 quoted by Elton 2005 110)
Alan Jenkins
Emeritus Professor Oxford Brookes University advisor to QAA Scotland on the Teaching Research
Nexus Enhancement Theme httpwwwenhancementthemesacukthemesResearchTeaching
Confirming the Focus
Our focus today is on (staff faculty )research in the
disciplines (eg philosophy or interdisciplinary
areas such as womensrsquo studies )and student
learning and not on ( pedagogic ) research on
higher education ( Except of course if your
discipline is education)
Aims
bull Discussed what you already do as individuals course teams
hellipto link teaching and discipline based research
bull Noted the key research evidence
bull Clarified your view on the current relationship between
(stafffaculty ) research and student learning in your current
and future role(s) courses discipline and in your department
institution
bull Considered a range of discipline based and department
wide case studies
bull Explored how those relationships could be more
lsquoeffectivelyrsquo constructed and or lsquomanagedrsquo
Pedagogic approach and structure
Pedagogic approach guided discussion with mini
presentations lsquoaction planningrsquo
Structure exploring your views role of research in
HE research evidence the disciplinary
dimension case studies at course and
departmental level provisional planning of
interventions
Language in plenary use English hellipbut in groups
speak as you wish
Line-up
To be an effective teacher in HE one
needs to be centrally involved in
discipline based research
Strongly ------------------------------ Strongly
agree disagree
ONE thing that came out of our discussion was hellip
Line Up
lsquoUndergraduate Research is for
ALL undergraduatesrsquo
Strongly ------------------------------ Strongly
Agree Disagree
ONE thing that came out of our discussion was hellip
Line Up
I find it easy to link my roles as a teacher
( at undergraduate level) and as a
researcher
__________________________________
Strongly agree Strongly disagree
About myself
Geography undergraduate University College London
1959-62 and then school teacher training
Secondary school teacher British Columbia 1963-6
Graduate student geography international relations
Madison Wisconsin 1966-9
Geography at Oxford Polytechnic Brookes University
1975- c 1996
Educational Development Oxford Brookes c1996-2006
Independent Consultant 2006hellip
Available from the HE Academy httpwwwheacademyacukrtnexushtm
International Statements on Value Intent
ldquohellip universities should treat learning as not yet
wholly solved problems and hence always in
research moderdquo (Humboldt founder University
of Berlin 1810 quoted by Elton 2005 110)
The New Zealand Education Amendment Act (1990)
defines a university as where ldquoteaching and
research are closely interdependent and most
of their teaching is done by people who are
active in advancing knowledgerdquo
Two recent pronouncements
The research universities have often failed and continue to fail their undergraduate
populations thousands of students graduate without seeing the world - famous
professors or tasting genuine research (U S) Boyer Commission on Educating
Undergraduates in the Research University (1998 3) (emphasis added)
ldquohellip we want all students to access the benefits exposure to teaching informed by
research can bringhellip This will take many forms including pure and applied
research that feeds curriculum development but also research and
development that tackle the challenging questions facing professional business
regional and local employers now and in the future Wersquore doing this because
we believe an understanding of the research process ndash asking the right
questions in the right way conducting experiments and collating and
evaluating information ndash must be a key part of any undergraduate curriculum
whether or not those involved in delivering it are actively engaged in research
activity themselvesrdquo (Bill Rammell UK Minister for Higher Education 2006 3)
( emphasis added)
Research Evidence
Loosely Coupled ldquoBased on this review we concluded that the common belief that
teaching and research were inextricably intertwined is an enduring myth At best
teaching and research are very loosely coupled (Hattie and Marsh 1996)
At Arms length Students at ldquoarms lengthrdquo from the worlds of university research (Brew
2006)
Individual Faculty can experience links and tensions in resolving their teaching and
research roles The context of the department discipline shapes these
relationships (Colbeck 1998)
Policy Separation lsquoheads of departments and other managers of staff time indicated
that on a managerial level it is more convenient for teaching and research
activities to be treated as separate activities On an intellectual level however
academic managers would rather perceive the two to be synergisticrsquo (Coate et al
2001 p 162)
Research evidence on impact of (selective)undergraduate research programmes
ldquoThere is growing evidence that ndash when done well ndash some programs and activities
appear to engage participants at levels that elevates their performance
across multiple engagement and desired outcomes measures such as
persistence hellip They include first-year seminars common intellectual
experiences learning communities service learning undergraduate
research study abroad and other experiences with diversity internships
and capstone courses and projectsrdquo Kuh 2008 14
ldquoCollectively the evidence shows the power of undergraduate research as a tool
for engaging minority students in authentic science in order to overcome
past societal disadvantages and develop individual talent in communities
that have not had these opportunities Whether such efforts can scale up
the point that they cumulatively foster a more diverse scientific workforce is
a bigger question whose answer remains to be seenrdquo Hunter et al 2010
chapter 8
Acting on the Research Evidence
ldquoThe aim is to increase the circumstances in which teaching and
research have occasion to meethellip
Increase the skills of staff to teach emphasizing the
construction of knowledge by students rather than the
imparting of knowledge by instructors
Ensure that students experience the process of artistic and
scientific productivity
(Hattie and Marsh 1996)
My Perspectives
bull Student lsquounderstandingrsquo of the complexity of knowledge lies at the centre of
higher education (Ron Barnett)
bull From the level of the academic the student hellip and the institution there are
tensions between teaching and research
bull We need to maximise the (potential) synergies and minimise the conflicts
bull This requires actions at a variety of levels
bull The link at undergraduate level is both most problematic and most important
bull If an institution has special roles eg researcher teacher tutor ndashthen one needs to
manage and ensure these roles are at some point linked to the benefit of students
wider society
bull There are important disciplinary lsquoprofessionalrsquo and institutional variations in
teaching research professional knowledge relations
bull Library and information technology staff can play key roles
bull Practices and policies can be adapted to different disciplinary institutional and
national contexts
Curriculum design as controlling a set of different goals forces
Healey and Jenkins argue hellip
All students in all higher education institutions should experience
learning through and about research and inquiry
We argue as does much recent US experience that such curricular
experience should and can be mainstreamed for all or many
students through a research-active curriculum We argue that
this can be achieved through structured interventions at course
team departmental institutional and national levels
(2009p3) Developing Undergraduate Research and Inquiry York
Higher Education Academy
A lsquoLanguagersquo to Help Us Examine What We Do-see handout pp 6-7
bull Research-led where students learn about research findings the
curriculum content is strongly shaped by faculty research
interestscurrent research in the discipline
bull Research-oriented where students learn about research
processes the curriculum emphasises as much the processes by
which knowledge is produced as learning knowledge that has been
achieved and faculty try to engender a research ethos through
their teaching or
bull Research-based where students learn as researchers the
curriculum is largely designed around inquiry-based activities and
the division of roles between teacher and student is minimised
bull Research tutored where students supported by staff in small
group discuss current research ( papers) in their discipline
Research-tutored
Engaging in research discussions
Research-based
Students undertaking research and inquiry
Research-led
Learning about current research in the discipline
Research-oriented
Developing research inquiry and techniques
STUDENT-FOCUSED
STUDENTS AS PARTICIPANTS
EMPHASIS ON RESEARCH CONTENT
EMPHASIS ON RESEARCH PROCESSES AND PROBLEMS
TEACHER-FOCUSED
STUDENTS AS AUDIENCE
Tasks Using that typologylanguage
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes)
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
Using the language of the handout pages 6-7 what forms of teaching research links do you see there Research led research orientated research based andor research tutored
A Key Perspective
ldquoTeaching and research are correlated
when they are co-related hellipOne way
to achieve this is to exploit further
the link between teaching and
research in the design of coursesrdquo
(Brew A amp Boud D 1995)
Small Group Task pp 8-33 Consider how whether one or more of the
discipline case studies could be adapted to your context
21 Biosciences Physical Sciences and Medicine pp 7-12
22 Social Sciences pp 12-14
23 Business Law and Tourism pp 14-17
24 Geography and Environmental Studies pp 17-21
25 Archaeology and Earth Sciences pp 21-22
26 Arts Media Architecture and Performing Arts pp 22-24
27 English p p 24-25
27 History p25
28 Education and Philosophy pp 25-27
29 Interdisciplinary pp 27-29
Reporter ndash be ready to state one thing that is important about the relevance
of this case study to lsquoyourrsquo practice policyor worth saying about this
case study hellip
Task Course Design-see Annex 2 p 41
Ensure that students experience the process of
artistic and scientific productivity (Hattie and
Marsh 1996)
Group Reflection
Use the typology to examine lsquoyourrsquo current practice ndash as an
individual or member of a course team
What do you consider you are already doing effectively
What might you wish to strengthen or develop
Reporter to state ndash ONE thing worth saying to everybody here
that comes out of this task is hellip
Provisional planning
On the basis of the session so far
provisionally plan ONE intervention in your
own practicehellip
The central features are
Consider how to better ensure lsquosuccessrsquo
including recognising certain expected
difficulties
Taking this forward in your practiceDecide whom is an A and whom a B
A speaks and B listens 3 mins
What I am provisionally taking forward
into my own practice is hellip
B speaks and A listens hellip2 mins
Some suggestions I have are hellip
Now B speaks and A listens
B speaks and A listens 3 mins
What I am provisionally taking forward
into my own practice is hellip
A speaks and B listens hellip2 mins
Some suggestions I have are hellip
Disciplinary Perspectives
Why Disciplines Might Be Significant Logical Hypotheses
bull Disciplines are academic lsquocommunities of practicersquo
bull The nature ofextent of research in the discipline may varybe significant
bull The nature of the fundingorganisation of research in the discipline may
be significant
bull The nature ofrole of scholarship in the discipline may varybe significant
bull The nature of pedagogy in the discipline may be different
bull The nature of how research is taught in the discipline may be significant
bull The importance of research as taught in the discipline may be significant
bull The nature of the staff and or student culture across the discipline may be
significant
bull The importance of research to future student rolesemployability may be
significant
What is
research
Breaking new ground moving
forward exploration and
discovery
How visible is it Laboratories and machinery (ie
tools) but often behind closed
doors
Where is it
located
Out there at a higher level
Who does it Lecturers
Students experience of learning in a research environment Physics handout p 7
Source Robertson and Blackler (2006)
What is
research
Gathering information in the
world answering a question
How visible is it Most visible in the field
Where is it
located
Out there in the field
Who does it Lecturers and (increasingly over
time) students
Students experience of learning in a research environment Geography handout p 7
Source Robertson and Blackler (2006)
What is
research
Looking into gathering putting
it together a focus of interest
How visible is it Not tangibly visible but apparent
in the dialogue
Where is it
located
In the library in the head
Who does it Lecturers and students
Students experience of learning in a research environment English Handout p 7
Source Robertson and Blackler (2006)
Study of Physics and English faculty in two US institutions
In Physics the links lay in the way that undergraduates and
postgraduates could be involved in (staff) research for
much of the research was team basedthe potential and
actual links lay in the organisation of research and
pedagogy Much of the pedagogy was enquiry-based
In English the connections between research and scholarship
were strong indeed the distinctions between research
and scholarship were hard to drawThe teaching-research
connections lay more in the content of the curriculum
(Colbeck 1998)
Discuss teaching research relationships in your course team department or Faculty
Nexus rdquois a connection usually where multiple
elements meetrdquo Wikipedia
Teaching and research relations in my course
team department are like These analogies my
help
lsquolove and marriagersquo lsquo a horse and carriagersquo or
lsquostrangers in the nightrsquo (Sinatra F)
Departmental Relationships
One Research Study in UK Built Environment
departments (Urban Planning) Brookes
Sheffield Hallam Westminster and
University of West of England
Teaching was organised Research was
organised little was done to bring them
together
QAA Scotland Research Teaching Linkages httpwwwenhancementthemesacukdocumentsResearchTeachingQAA292Overview260509pdf
Areas for development
1048698 While there are wide-ranging innovative examples of practice and policy in all institutions
much of this is implicit and not systematically developed or supported
1048698 While the evidence was strong of effective examples of practice at final-year level(for example some
form of research project) institutions departments and schools need to ensure that
these research attributes are developed systematically through programmes in a
structured manner from year one
1048698 There is a sense that the issues were better understood and supported by staff heavily engaged in
teaching and not really understood or supported by those with a major focus on research
1048698 Attention needs to be given to ensuring that students are aware of and understand the
importance of research-based attributes for their future employability and success
as lifelong learners Course teams need to develop waysthat support students understanding
of these attributes and their belief in how they can aid their future employment and involvement
in civic life ( emphasis added)
Considering two case studies
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes) and Engineering at Imperial p 32
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
What that those departments done to try to bring together teaching and research
What are the similarities and the differences between their strategies
Group Task Departmental Case Studies pp 29-38
Discuss one or more of the case studies ndashand then agree on one
statement worth making as to its value to your
department(s) Faculty this institution
31 Biosciences Chemistry Medicine and Health Sciences
32 Engineering and Mathematics
33 Arts and Social Sciences
34 Geography Earth and Environmental Sciences
35 Developing research skills and academic practices
36 Re-designing Spaces
Note Annex One Linking Teaching and Research in Departments p 40
Questions and Strategies
bull Curriculum and research-based learning
bull Management organisational structure
and staffing at departmental level
bull Inclusive culture
Isssues of Multi and Interdisciplinarity
Internationally hellipfew students now do a single subject degree
Study of long term impact of a degree at Oxford Polytechnic Oxford Brookes
where students studied two subjects Selected geography students
interviewed 5101520 years after graduation
For many this was first time they had been asked to consider their overall
degree relationships between the two subjects they had studied
Jenkins A Jones L and Ward A ( 2001 ) The long -term effect of a degree on
graduate lives Studies in Higher Education 26(2)149-163
Two lsquosolutionsrsquo
Interdisciplinary seminars
Final Year Capstone Courses
httpwwwheacademyacukprojectsdetailntfs
ntfsproject_Gloucestershire10
Remember ldquoWe need to maximise the (potential) synergies and minimise the conflicts
This requires actions at a variety of levelsrdquo
Annex 1 Linking Teaching and Research in Departments
Questions and Strategies p 40
Annex 2 Strategies for Linking Teaching and Research within
Courses and Programmes p41
Annex 3 Institutional Strategies to Link Teaching and
Research A Framework p42
Annex 4 Possible strategies for national and international
organisations pp42-3
My conclusions
bull Understanding the complexity of knowledge lies at
the centre of what makes HIGHER education distinctive
bull That requires purposeful action at a variety of levels
bull In onersquos own teaching and to an extent at course team and
departmental level one does have some freedom of action And
perhaps you can in part shape your research to link with your
teaching
bull Bringing your teaching and research more effectively together can
help you balance what can be competing demands on your time and
attention
bull These issues will shape your whole careerif you are an early career
academic one needs now to focus on what is in your lsquocontrolrsquo but look
to the future hellip
A Conclusion
A Round One thing I am going to do in my own practice is hellip
One thing I am going to propose to my subject group is hellip
One thing we should do at Department Institutional level is hellip
One thing I want to say is hellip
Linking Discipline based Research with Teaching to Benefit Student Learning ldquohellip universities should treat learning as not yet wholly solved problems
and hence always in research moderdquo (Humboldt 1970 quoted by Elton 2005 110)
Alan Jenkins
Emeritus Professor Oxford Brookes University advisor to QAA Scotland on the Teaching Research
Nexus Enhancement Theme httpwwwenhancementthemesacukthemesResearchTeaching
Confirming the Focus
Our focus today is on (staff faculty )research in the
disciplines (eg philosophy or interdisciplinary
areas such as womensrsquo studies )and student
learning and not on ( pedagogic ) research on
higher education ( Except of course if your
discipline is education)
Aims
bull Discussed what you already do as individuals course teams
hellipto link teaching and discipline based research
bull Noted the key research evidence
bull Clarified your view on the current relationship between
(stafffaculty ) research and student learning in your current
and future role(s) courses discipline and in your department
institution
bull Considered a range of discipline based and department
wide case studies
bull Explored how those relationships could be more
lsquoeffectivelyrsquo constructed and or lsquomanagedrsquo
Pedagogic approach and structure
Pedagogic approach guided discussion with mini
presentations lsquoaction planningrsquo
Structure exploring your views role of research in
HE research evidence the disciplinary
dimension case studies at course and
departmental level provisional planning of
interventions
Language in plenary use English hellipbut in groups
speak as you wish
Line-up
To be an effective teacher in HE one
needs to be centrally involved in
discipline based research
Strongly ------------------------------ Strongly
agree disagree
ONE thing that came out of our discussion was hellip
Line Up
lsquoUndergraduate Research is for
ALL undergraduatesrsquo
Strongly ------------------------------ Strongly
Agree Disagree
ONE thing that came out of our discussion was hellip
Line Up
I find it easy to link my roles as a teacher
( at undergraduate level) and as a
researcher
__________________________________
Strongly agree Strongly disagree
About myself
Geography undergraduate University College London
1959-62 and then school teacher training
Secondary school teacher British Columbia 1963-6
Graduate student geography international relations
Madison Wisconsin 1966-9
Geography at Oxford Polytechnic Brookes University
1975- c 1996
Educational Development Oxford Brookes c1996-2006
Independent Consultant 2006hellip
Available from the HE Academy httpwwwheacademyacukrtnexushtm
International Statements on Value Intent
ldquohellip universities should treat learning as not yet
wholly solved problems and hence always in
research moderdquo (Humboldt founder University
of Berlin 1810 quoted by Elton 2005 110)
The New Zealand Education Amendment Act (1990)
defines a university as where ldquoteaching and
research are closely interdependent and most
of their teaching is done by people who are
active in advancing knowledgerdquo
Two recent pronouncements
The research universities have often failed and continue to fail their undergraduate
populations thousands of students graduate without seeing the world - famous
professors or tasting genuine research (U S) Boyer Commission on Educating
Undergraduates in the Research University (1998 3) (emphasis added)
ldquohellip we want all students to access the benefits exposure to teaching informed by
research can bringhellip This will take many forms including pure and applied
research that feeds curriculum development but also research and
development that tackle the challenging questions facing professional business
regional and local employers now and in the future Wersquore doing this because
we believe an understanding of the research process ndash asking the right
questions in the right way conducting experiments and collating and
evaluating information ndash must be a key part of any undergraduate curriculum
whether or not those involved in delivering it are actively engaged in research
activity themselvesrdquo (Bill Rammell UK Minister for Higher Education 2006 3)
( emphasis added)
Research Evidence
Loosely Coupled ldquoBased on this review we concluded that the common belief that
teaching and research were inextricably intertwined is an enduring myth At best
teaching and research are very loosely coupled (Hattie and Marsh 1996)
At Arms length Students at ldquoarms lengthrdquo from the worlds of university research (Brew
2006)
Individual Faculty can experience links and tensions in resolving their teaching and
research roles The context of the department discipline shapes these
relationships (Colbeck 1998)
Policy Separation lsquoheads of departments and other managers of staff time indicated
that on a managerial level it is more convenient for teaching and research
activities to be treated as separate activities On an intellectual level however
academic managers would rather perceive the two to be synergisticrsquo (Coate et al
2001 p 162)
Research evidence on impact of (selective)undergraduate research programmes
ldquoThere is growing evidence that ndash when done well ndash some programs and activities
appear to engage participants at levels that elevates their performance
across multiple engagement and desired outcomes measures such as
persistence hellip They include first-year seminars common intellectual
experiences learning communities service learning undergraduate
research study abroad and other experiences with diversity internships
and capstone courses and projectsrdquo Kuh 2008 14
ldquoCollectively the evidence shows the power of undergraduate research as a tool
for engaging minority students in authentic science in order to overcome
past societal disadvantages and develop individual talent in communities
that have not had these opportunities Whether such efforts can scale up
the point that they cumulatively foster a more diverse scientific workforce is
a bigger question whose answer remains to be seenrdquo Hunter et al 2010
chapter 8
Acting on the Research Evidence
ldquoThe aim is to increase the circumstances in which teaching and
research have occasion to meethellip
Increase the skills of staff to teach emphasizing the
construction of knowledge by students rather than the
imparting of knowledge by instructors
Ensure that students experience the process of artistic and
scientific productivity
(Hattie and Marsh 1996)
My Perspectives
bull Student lsquounderstandingrsquo of the complexity of knowledge lies at the centre of
higher education (Ron Barnett)
bull From the level of the academic the student hellip and the institution there are
tensions between teaching and research
bull We need to maximise the (potential) synergies and minimise the conflicts
bull This requires actions at a variety of levels
bull The link at undergraduate level is both most problematic and most important
bull If an institution has special roles eg researcher teacher tutor ndashthen one needs to
manage and ensure these roles are at some point linked to the benefit of students
wider society
bull There are important disciplinary lsquoprofessionalrsquo and institutional variations in
teaching research professional knowledge relations
bull Library and information technology staff can play key roles
bull Practices and policies can be adapted to different disciplinary institutional and
national contexts
Curriculum design as controlling a set of different goals forces
Healey and Jenkins argue hellip
All students in all higher education institutions should experience
learning through and about research and inquiry
We argue as does much recent US experience that such curricular
experience should and can be mainstreamed for all or many
students through a research-active curriculum We argue that
this can be achieved through structured interventions at course
team departmental institutional and national levels
(2009p3) Developing Undergraduate Research and Inquiry York
Higher Education Academy
A lsquoLanguagersquo to Help Us Examine What We Do-see handout pp 6-7
bull Research-led where students learn about research findings the
curriculum content is strongly shaped by faculty research
interestscurrent research in the discipline
bull Research-oriented where students learn about research
processes the curriculum emphasises as much the processes by
which knowledge is produced as learning knowledge that has been
achieved and faculty try to engender a research ethos through
their teaching or
bull Research-based where students learn as researchers the
curriculum is largely designed around inquiry-based activities and
the division of roles between teacher and student is minimised
bull Research tutored where students supported by staff in small
group discuss current research ( papers) in their discipline
Research-tutored
Engaging in research discussions
Research-based
Students undertaking research and inquiry
Research-led
Learning about current research in the discipline
Research-oriented
Developing research inquiry and techniques
STUDENT-FOCUSED
STUDENTS AS PARTICIPANTS
EMPHASIS ON RESEARCH CONTENT
EMPHASIS ON RESEARCH PROCESSES AND PROBLEMS
TEACHER-FOCUSED
STUDENTS AS AUDIENCE
Tasks Using that typologylanguage
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes)
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
Using the language of the handout pages 6-7 what forms of teaching research links do you see there Research led research orientated research based andor research tutored
A Key Perspective
ldquoTeaching and research are correlated
when they are co-related hellipOne way
to achieve this is to exploit further
the link between teaching and
research in the design of coursesrdquo
(Brew A amp Boud D 1995)
Small Group Task pp 8-33 Consider how whether one or more of the
discipline case studies could be adapted to your context
21 Biosciences Physical Sciences and Medicine pp 7-12
22 Social Sciences pp 12-14
23 Business Law and Tourism pp 14-17
24 Geography and Environmental Studies pp 17-21
25 Archaeology and Earth Sciences pp 21-22
26 Arts Media Architecture and Performing Arts pp 22-24
27 English p p 24-25
27 History p25
28 Education and Philosophy pp 25-27
29 Interdisciplinary pp 27-29
Reporter ndash be ready to state one thing that is important about the relevance
of this case study to lsquoyourrsquo practice policyor worth saying about this
case study hellip
Task Course Design-see Annex 2 p 41
Ensure that students experience the process of
artistic and scientific productivity (Hattie and
Marsh 1996)
Group Reflection
Use the typology to examine lsquoyourrsquo current practice ndash as an
individual or member of a course team
What do you consider you are already doing effectively
What might you wish to strengthen or develop
Reporter to state ndash ONE thing worth saying to everybody here
that comes out of this task is hellip
Provisional planning
On the basis of the session so far
provisionally plan ONE intervention in your
own practicehellip
The central features are
Consider how to better ensure lsquosuccessrsquo
including recognising certain expected
difficulties
Taking this forward in your practiceDecide whom is an A and whom a B
A speaks and B listens 3 mins
What I am provisionally taking forward
into my own practice is hellip
B speaks and A listens hellip2 mins
Some suggestions I have are hellip
Now B speaks and A listens
B speaks and A listens 3 mins
What I am provisionally taking forward
into my own practice is hellip
A speaks and B listens hellip2 mins
Some suggestions I have are hellip
Disciplinary Perspectives
Why Disciplines Might Be Significant Logical Hypotheses
bull Disciplines are academic lsquocommunities of practicersquo
bull The nature ofextent of research in the discipline may varybe significant
bull The nature of the fundingorganisation of research in the discipline may
be significant
bull The nature ofrole of scholarship in the discipline may varybe significant
bull The nature of pedagogy in the discipline may be different
bull The nature of how research is taught in the discipline may be significant
bull The importance of research as taught in the discipline may be significant
bull The nature of the staff and or student culture across the discipline may be
significant
bull The importance of research to future student rolesemployability may be
significant
What is
research
Breaking new ground moving
forward exploration and
discovery
How visible is it Laboratories and machinery (ie
tools) but often behind closed
doors
Where is it
located
Out there at a higher level
Who does it Lecturers
Students experience of learning in a research environment Physics handout p 7
Source Robertson and Blackler (2006)
What is
research
Gathering information in the
world answering a question
How visible is it Most visible in the field
Where is it
located
Out there in the field
Who does it Lecturers and (increasingly over
time) students
Students experience of learning in a research environment Geography handout p 7
Source Robertson and Blackler (2006)
What is
research
Looking into gathering putting
it together a focus of interest
How visible is it Not tangibly visible but apparent
in the dialogue
Where is it
located
In the library in the head
Who does it Lecturers and students
Students experience of learning in a research environment English Handout p 7
Source Robertson and Blackler (2006)
Study of Physics and English faculty in two US institutions
In Physics the links lay in the way that undergraduates and
postgraduates could be involved in (staff) research for
much of the research was team basedthe potential and
actual links lay in the organisation of research and
pedagogy Much of the pedagogy was enquiry-based
In English the connections between research and scholarship
were strong indeed the distinctions between research
and scholarship were hard to drawThe teaching-research
connections lay more in the content of the curriculum
(Colbeck 1998)
Discuss teaching research relationships in your course team department or Faculty
Nexus rdquois a connection usually where multiple
elements meetrdquo Wikipedia
Teaching and research relations in my course
team department are like These analogies my
help
lsquolove and marriagersquo lsquo a horse and carriagersquo or
lsquostrangers in the nightrsquo (Sinatra F)
Departmental Relationships
One Research Study in UK Built Environment
departments (Urban Planning) Brookes
Sheffield Hallam Westminster and
University of West of England
Teaching was organised Research was
organised little was done to bring them
together
QAA Scotland Research Teaching Linkages httpwwwenhancementthemesacukdocumentsResearchTeachingQAA292Overview260509pdf
Areas for development
1048698 While there are wide-ranging innovative examples of practice and policy in all institutions
much of this is implicit and not systematically developed or supported
1048698 While the evidence was strong of effective examples of practice at final-year level(for example some
form of research project) institutions departments and schools need to ensure that
these research attributes are developed systematically through programmes in a
structured manner from year one
1048698 There is a sense that the issues were better understood and supported by staff heavily engaged in
teaching and not really understood or supported by those with a major focus on research
1048698 Attention needs to be given to ensuring that students are aware of and understand the
importance of research-based attributes for their future employability and success
as lifelong learners Course teams need to develop waysthat support students understanding
of these attributes and their belief in how they can aid their future employment and involvement
in civic life ( emphasis added)
Considering two case studies
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes) and Engineering at Imperial p 32
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
What that those departments done to try to bring together teaching and research
What are the similarities and the differences between their strategies
Group Task Departmental Case Studies pp 29-38
Discuss one or more of the case studies ndashand then agree on one
statement worth making as to its value to your
department(s) Faculty this institution
31 Biosciences Chemistry Medicine and Health Sciences
32 Engineering and Mathematics
33 Arts and Social Sciences
34 Geography Earth and Environmental Sciences
35 Developing research skills and academic practices
36 Re-designing Spaces
Note Annex One Linking Teaching and Research in Departments p 40
Questions and Strategies
bull Curriculum and research-based learning
bull Management organisational structure
and staffing at departmental level
bull Inclusive culture
Isssues of Multi and Interdisciplinarity
Internationally hellipfew students now do a single subject degree
Study of long term impact of a degree at Oxford Polytechnic Oxford Brookes
where students studied two subjects Selected geography students
interviewed 5101520 years after graduation
For many this was first time they had been asked to consider their overall
degree relationships between the two subjects they had studied
Jenkins A Jones L and Ward A ( 2001 ) The long -term effect of a degree on
graduate lives Studies in Higher Education 26(2)149-163
Two lsquosolutionsrsquo
Interdisciplinary seminars
Final Year Capstone Courses
httpwwwheacademyacukprojectsdetailntfs
ntfsproject_Gloucestershire10
Remember ldquoWe need to maximise the (potential) synergies and minimise the conflicts
This requires actions at a variety of levelsrdquo
Annex 1 Linking Teaching and Research in Departments
Questions and Strategies p 40
Annex 2 Strategies for Linking Teaching and Research within
Courses and Programmes p41
Annex 3 Institutional Strategies to Link Teaching and
Research A Framework p42
Annex 4 Possible strategies for national and international
organisations pp42-3
My conclusions
bull Understanding the complexity of knowledge lies at
the centre of what makes HIGHER education distinctive
bull That requires purposeful action at a variety of levels
bull In onersquos own teaching and to an extent at course team and
departmental level one does have some freedom of action And
perhaps you can in part shape your research to link with your
teaching
bull Bringing your teaching and research more effectively together can
help you balance what can be competing demands on your time and
attention
bull These issues will shape your whole careerif you are an early career
academic one needs now to focus on what is in your lsquocontrolrsquo but look
to the future hellip
A Conclusion
A Round One thing I am going to do in my own practice is hellip
One thing I am going to propose to my subject group is hellip
One thing we should do at Department Institutional level is hellip
One thing I want to say is hellip
Confirming the Focus
Our focus today is on (staff faculty )research in the
disciplines (eg philosophy or interdisciplinary
areas such as womensrsquo studies )and student
learning and not on ( pedagogic ) research on
higher education ( Except of course if your
discipline is education)
Aims
bull Discussed what you already do as individuals course teams
hellipto link teaching and discipline based research
bull Noted the key research evidence
bull Clarified your view on the current relationship between
(stafffaculty ) research and student learning in your current
and future role(s) courses discipline and in your department
institution
bull Considered a range of discipline based and department
wide case studies
bull Explored how those relationships could be more
lsquoeffectivelyrsquo constructed and or lsquomanagedrsquo
Pedagogic approach and structure
Pedagogic approach guided discussion with mini
presentations lsquoaction planningrsquo
Structure exploring your views role of research in
HE research evidence the disciplinary
dimension case studies at course and
departmental level provisional planning of
interventions
Language in plenary use English hellipbut in groups
speak as you wish
Line-up
To be an effective teacher in HE one
needs to be centrally involved in
discipline based research
Strongly ------------------------------ Strongly
agree disagree
ONE thing that came out of our discussion was hellip
Line Up
lsquoUndergraduate Research is for
ALL undergraduatesrsquo
Strongly ------------------------------ Strongly
Agree Disagree
ONE thing that came out of our discussion was hellip
Line Up
I find it easy to link my roles as a teacher
( at undergraduate level) and as a
researcher
__________________________________
Strongly agree Strongly disagree
About myself
Geography undergraduate University College London
1959-62 and then school teacher training
Secondary school teacher British Columbia 1963-6
Graduate student geography international relations
Madison Wisconsin 1966-9
Geography at Oxford Polytechnic Brookes University
1975- c 1996
Educational Development Oxford Brookes c1996-2006
Independent Consultant 2006hellip
Available from the HE Academy httpwwwheacademyacukrtnexushtm
International Statements on Value Intent
ldquohellip universities should treat learning as not yet
wholly solved problems and hence always in
research moderdquo (Humboldt founder University
of Berlin 1810 quoted by Elton 2005 110)
The New Zealand Education Amendment Act (1990)
defines a university as where ldquoteaching and
research are closely interdependent and most
of their teaching is done by people who are
active in advancing knowledgerdquo
Two recent pronouncements
The research universities have often failed and continue to fail their undergraduate
populations thousands of students graduate without seeing the world - famous
professors or tasting genuine research (U S) Boyer Commission on Educating
Undergraduates in the Research University (1998 3) (emphasis added)
ldquohellip we want all students to access the benefits exposure to teaching informed by
research can bringhellip This will take many forms including pure and applied
research that feeds curriculum development but also research and
development that tackle the challenging questions facing professional business
regional and local employers now and in the future Wersquore doing this because
we believe an understanding of the research process ndash asking the right
questions in the right way conducting experiments and collating and
evaluating information ndash must be a key part of any undergraduate curriculum
whether or not those involved in delivering it are actively engaged in research
activity themselvesrdquo (Bill Rammell UK Minister for Higher Education 2006 3)
( emphasis added)
Research Evidence
Loosely Coupled ldquoBased on this review we concluded that the common belief that
teaching and research were inextricably intertwined is an enduring myth At best
teaching and research are very loosely coupled (Hattie and Marsh 1996)
At Arms length Students at ldquoarms lengthrdquo from the worlds of university research (Brew
2006)
Individual Faculty can experience links and tensions in resolving their teaching and
research roles The context of the department discipline shapes these
relationships (Colbeck 1998)
Policy Separation lsquoheads of departments and other managers of staff time indicated
that on a managerial level it is more convenient for teaching and research
activities to be treated as separate activities On an intellectual level however
academic managers would rather perceive the two to be synergisticrsquo (Coate et al
2001 p 162)
Research evidence on impact of (selective)undergraduate research programmes
ldquoThere is growing evidence that ndash when done well ndash some programs and activities
appear to engage participants at levels that elevates their performance
across multiple engagement and desired outcomes measures such as
persistence hellip They include first-year seminars common intellectual
experiences learning communities service learning undergraduate
research study abroad and other experiences with diversity internships
and capstone courses and projectsrdquo Kuh 2008 14
ldquoCollectively the evidence shows the power of undergraduate research as a tool
for engaging minority students in authentic science in order to overcome
past societal disadvantages and develop individual talent in communities
that have not had these opportunities Whether such efforts can scale up
the point that they cumulatively foster a more diverse scientific workforce is
a bigger question whose answer remains to be seenrdquo Hunter et al 2010
chapter 8
Acting on the Research Evidence
ldquoThe aim is to increase the circumstances in which teaching and
research have occasion to meethellip
Increase the skills of staff to teach emphasizing the
construction of knowledge by students rather than the
imparting of knowledge by instructors
Ensure that students experience the process of artistic and
scientific productivity
(Hattie and Marsh 1996)
My Perspectives
bull Student lsquounderstandingrsquo of the complexity of knowledge lies at the centre of
higher education (Ron Barnett)
bull From the level of the academic the student hellip and the institution there are
tensions between teaching and research
bull We need to maximise the (potential) synergies and minimise the conflicts
bull This requires actions at a variety of levels
bull The link at undergraduate level is both most problematic and most important
bull If an institution has special roles eg researcher teacher tutor ndashthen one needs to
manage and ensure these roles are at some point linked to the benefit of students
wider society
bull There are important disciplinary lsquoprofessionalrsquo and institutional variations in
teaching research professional knowledge relations
bull Library and information technology staff can play key roles
bull Practices and policies can be adapted to different disciplinary institutional and
national contexts
Curriculum design as controlling a set of different goals forces
Healey and Jenkins argue hellip
All students in all higher education institutions should experience
learning through and about research and inquiry
We argue as does much recent US experience that such curricular
experience should and can be mainstreamed for all or many
students through a research-active curriculum We argue that
this can be achieved through structured interventions at course
team departmental institutional and national levels
(2009p3) Developing Undergraduate Research and Inquiry York
Higher Education Academy
A lsquoLanguagersquo to Help Us Examine What We Do-see handout pp 6-7
bull Research-led where students learn about research findings the
curriculum content is strongly shaped by faculty research
interestscurrent research in the discipline
bull Research-oriented where students learn about research
processes the curriculum emphasises as much the processes by
which knowledge is produced as learning knowledge that has been
achieved and faculty try to engender a research ethos through
their teaching or
bull Research-based where students learn as researchers the
curriculum is largely designed around inquiry-based activities and
the division of roles between teacher and student is minimised
bull Research tutored where students supported by staff in small
group discuss current research ( papers) in their discipline
Research-tutored
Engaging in research discussions
Research-based
Students undertaking research and inquiry
Research-led
Learning about current research in the discipline
Research-oriented
Developing research inquiry and techniques
STUDENT-FOCUSED
STUDENTS AS PARTICIPANTS
EMPHASIS ON RESEARCH CONTENT
EMPHASIS ON RESEARCH PROCESSES AND PROBLEMS
TEACHER-FOCUSED
STUDENTS AS AUDIENCE
Tasks Using that typologylanguage
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes)
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
Using the language of the handout pages 6-7 what forms of teaching research links do you see there Research led research orientated research based andor research tutored
A Key Perspective
ldquoTeaching and research are correlated
when they are co-related hellipOne way
to achieve this is to exploit further
the link between teaching and
research in the design of coursesrdquo
(Brew A amp Boud D 1995)
Small Group Task pp 8-33 Consider how whether one or more of the
discipline case studies could be adapted to your context
21 Biosciences Physical Sciences and Medicine pp 7-12
22 Social Sciences pp 12-14
23 Business Law and Tourism pp 14-17
24 Geography and Environmental Studies pp 17-21
25 Archaeology and Earth Sciences pp 21-22
26 Arts Media Architecture and Performing Arts pp 22-24
27 English p p 24-25
27 History p25
28 Education and Philosophy pp 25-27
29 Interdisciplinary pp 27-29
Reporter ndash be ready to state one thing that is important about the relevance
of this case study to lsquoyourrsquo practice policyor worth saying about this
case study hellip
Task Course Design-see Annex 2 p 41
Ensure that students experience the process of
artistic and scientific productivity (Hattie and
Marsh 1996)
Group Reflection
Use the typology to examine lsquoyourrsquo current practice ndash as an
individual or member of a course team
What do you consider you are already doing effectively
What might you wish to strengthen or develop
Reporter to state ndash ONE thing worth saying to everybody here
that comes out of this task is hellip
Provisional planning
On the basis of the session so far
provisionally plan ONE intervention in your
own practicehellip
The central features are
Consider how to better ensure lsquosuccessrsquo
including recognising certain expected
difficulties
Taking this forward in your practiceDecide whom is an A and whom a B
A speaks and B listens 3 mins
What I am provisionally taking forward
into my own practice is hellip
B speaks and A listens hellip2 mins
Some suggestions I have are hellip
Now B speaks and A listens
B speaks and A listens 3 mins
What I am provisionally taking forward
into my own practice is hellip
A speaks and B listens hellip2 mins
Some suggestions I have are hellip
Disciplinary Perspectives
Why Disciplines Might Be Significant Logical Hypotheses
bull Disciplines are academic lsquocommunities of practicersquo
bull The nature ofextent of research in the discipline may varybe significant
bull The nature of the fundingorganisation of research in the discipline may
be significant
bull The nature ofrole of scholarship in the discipline may varybe significant
bull The nature of pedagogy in the discipline may be different
bull The nature of how research is taught in the discipline may be significant
bull The importance of research as taught in the discipline may be significant
bull The nature of the staff and or student culture across the discipline may be
significant
bull The importance of research to future student rolesemployability may be
significant
What is
research
Breaking new ground moving
forward exploration and
discovery
How visible is it Laboratories and machinery (ie
tools) but often behind closed
doors
Where is it
located
Out there at a higher level
Who does it Lecturers
Students experience of learning in a research environment Physics handout p 7
Source Robertson and Blackler (2006)
What is
research
Gathering information in the
world answering a question
How visible is it Most visible in the field
Where is it
located
Out there in the field
Who does it Lecturers and (increasingly over
time) students
Students experience of learning in a research environment Geography handout p 7
Source Robertson and Blackler (2006)
What is
research
Looking into gathering putting
it together a focus of interest
How visible is it Not tangibly visible but apparent
in the dialogue
Where is it
located
In the library in the head
Who does it Lecturers and students
Students experience of learning in a research environment English Handout p 7
Source Robertson and Blackler (2006)
Study of Physics and English faculty in two US institutions
In Physics the links lay in the way that undergraduates and
postgraduates could be involved in (staff) research for
much of the research was team basedthe potential and
actual links lay in the organisation of research and
pedagogy Much of the pedagogy was enquiry-based
In English the connections between research and scholarship
were strong indeed the distinctions between research
and scholarship were hard to drawThe teaching-research
connections lay more in the content of the curriculum
(Colbeck 1998)
Discuss teaching research relationships in your course team department or Faculty
Nexus rdquois a connection usually where multiple
elements meetrdquo Wikipedia
Teaching and research relations in my course
team department are like These analogies my
help
lsquolove and marriagersquo lsquo a horse and carriagersquo or
lsquostrangers in the nightrsquo (Sinatra F)
Departmental Relationships
One Research Study in UK Built Environment
departments (Urban Planning) Brookes
Sheffield Hallam Westminster and
University of West of England
Teaching was organised Research was
organised little was done to bring them
together
QAA Scotland Research Teaching Linkages httpwwwenhancementthemesacukdocumentsResearchTeachingQAA292Overview260509pdf
Areas for development
1048698 While there are wide-ranging innovative examples of practice and policy in all institutions
much of this is implicit and not systematically developed or supported
1048698 While the evidence was strong of effective examples of practice at final-year level(for example some
form of research project) institutions departments and schools need to ensure that
these research attributes are developed systematically through programmes in a
structured manner from year one
1048698 There is a sense that the issues were better understood and supported by staff heavily engaged in
teaching and not really understood or supported by those with a major focus on research
1048698 Attention needs to be given to ensuring that students are aware of and understand the
importance of research-based attributes for their future employability and success
as lifelong learners Course teams need to develop waysthat support students understanding
of these attributes and their belief in how they can aid their future employment and involvement
in civic life ( emphasis added)
Considering two case studies
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes) and Engineering at Imperial p 32
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
What that those departments done to try to bring together teaching and research
What are the similarities and the differences between their strategies
Group Task Departmental Case Studies pp 29-38
Discuss one or more of the case studies ndashand then agree on one
statement worth making as to its value to your
department(s) Faculty this institution
31 Biosciences Chemistry Medicine and Health Sciences
32 Engineering and Mathematics
33 Arts and Social Sciences
34 Geography Earth and Environmental Sciences
35 Developing research skills and academic practices
36 Re-designing Spaces
Note Annex One Linking Teaching and Research in Departments p 40
Questions and Strategies
bull Curriculum and research-based learning
bull Management organisational structure
and staffing at departmental level
bull Inclusive culture
Isssues of Multi and Interdisciplinarity
Internationally hellipfew students now do a single subject degree
Study of long term impact of a degree at Oxford Polytechnic Oxford Brookes
where students studied two subjects Selected geography students
interviewed 5101520 years after graduation
For many this was first time they had been asked to consider their overall
degree relationships between the two subjects they had studied
Jenkins A Jones L and Ward A ( 2001 ) The long -term effect of a degree on
graduate lives Studies in Higher Education 26(2)149-163
Two lsquosolutionsrsquo
Interdisciplinary seminars
Final Year Capstone Courses
httpwwwheacademyacukprojectsdetailntfs
ntfsproject_Gloucestershire10
Remember ldquoWe need to maximise the (potential) synergies and minimise the conflicts
This requires actions at a variety of levelsrdquo
Annex 1 Linking Teaching and Research in Departments
Questions and Strategies p 40
Annex 2 Strategies for Linking Teaching and Research within
Courses and Programmes p41
Annex 3 Institutional Strategies to Link Teaching and
Research A Framework p42
Annex 4 Possible strategies for national and international
organisations pp42-3
My conclusions
bull Understanding the complexity of knowledge lies at
the centre of what makes HIGHER education distinctive
bull That requires purposeful action at a variety of levels
bull In onersquos own teaching and to an extent at course team and
departmental level one does have some freedom of action And
perhaps you can in part shape your research to link with your
teaching
bull Bringing your teaching and research more effectively together can
help you balance what can be competing demands on your time and
attention
bull These issues will shape your whole careerif you are an early career
academic one needs now to focus on what is in your lsquocontrolrsquo but look
to the future hellip
A Conclusion
A Round One thing I am going to do in my own practice is hellip
One thing I am going to propose to my subject group is hellip
One thing we should do at Department Institutional level is hellip
One thing I want to say is hellip
Aims
bull Discussed what you already do as individuals course teams
hellipto link teaching and discipline based research
bull Noted the key research evidence
bull Clarified your view on the current relationship between
(stafffaculty ) research and student learning in your current
and future role(s) courses discipline and in your department
institution
bull Considered a range of discipline based and department
wide case studies
bull Explored how those relationships could be more
lsquoeffectivelyrsquo constructed and or lsquomanagedrsquo
Pedagogic approach and structure
Pedagogic approach guided discussion with mini
presentations lsquoaction planningrsquo
Structure exploring your views role of research in
HE research evidence the disciplinary
dimension case studies at course and
departmental level provisional planning of
interventions
Language in plenary use English hellipbut in groups
speak as you wish
Line-up
To be an effective teacher in HE one
needs to be centrally involved in
discipline based research
Strongly ------------------------------ Strongly
agree disagree
ONE thing that came out of our discussion was hellip
Line Up
lsquoUndergraduate Research is for
ALL undergraduatesrsquo
Strongly ------------------------------ Strongly
Agree Disagree
ONE thing that came out of our discussion was hellip
Line Up
I find it easy to link my roles as a teacher
( at undergraduate level) and as a
researcher
__________________________________
Strongly agree Strongly disagree
About myself
Geography undergraduate University College London
1959-62 and then school teacher training
Secondary school teacher British Columbia 1963-6
Graduate student geography international relations
Madison Wisconsin 1966-9
Geography at Oxford Polytechnic Brookes University
1975- c 1996
Educational Development Oxford Brookes c1996-2006
Independent Consultant 2006hellip
Available from the HE Academy httpwwwheacademyacukrtnexushtm
International Statements on Value Intent
ldquohellip universities should treat learning as not yet
wholly solved problems and hence always in
research moderdquo (Humboldt founder University
of Berlin 1810 quoted by Elton 2005 110)
The New Zealand Education Amendment Act (1990)
defines a university as where ldquoteaching and
research are closely interdependent and most
of their teaching is done by people who are
active in advancing knowledgerdquo
Two recent pronouncements
The research universities have often failed and continue to fail their undergraduate
populations thousands of students graduate without seeing the world - famous
professors or tasting genuine research (U S) Boyer Commission on Educating
Undergraduates in the Research University (1998 3) (emphasis added)
ldquohellip we want all students to access the benefits exposure to teaching informed by
research can bringhellip This will take many forms including pure and applied
research that feeds curriculum development but also research and
development that tackle the challenging questions facing professional business
regional and local employers now and in the future Wersquore doing this because
we believe an understanding of the research process ndash asking the right
questions in the right way conducting experiments and collating and
evaluating information ndash must be a key part of any undergraduate curriculum
whether or not those involved in delivering it are actively engaged in research
activity themselvesrdquo (Bill Rammell UK Minister for Higher Education 2006 3)
( emphasis added)
Research Evidence
Loosely Coupled ldquoBased on this review we concluded that the common belief that
teaching and research were inextricably intertwined is an enduring myth At best
teaching and research are very loosely coupled (Hattie and Marsh 1996)
At Arms length Students at ldquoarms lengthrdquo from the worlds of university research (Brew
2006)
Individual Faculty can experience links and tensions in resolving their teaching and
research roles The context of the department discipline shapes these
relationships (Colbeck 1998)
Policy Separation lsquoheads of departments and other managers of staff time indicated
that on a managerial level it is more convenient for teaching and research
activities to be treated as separate activities On an intellectual level however
academic managers would rather perceive the two to be synergisticrsquo (Coate et al
2001 p 162)
Research evidence on impact of (selective)undergraduate research programmes
ldquoThere is growing evidence that ndash when done well ndash some programs and activities
appear to engage participants at levels that elevates their performance
across multiple engagement and desired outcomes measures such as
persistence hellip They include first-year seminars common intellectual
experiences learning communities service learning undergraduate
research study abroad and other experiences with diversity internships
and capstone courses and projectsrdquo Kuh 2008 14
ldquoCollectively the evidence shows the power of undergraduate research as a tool
for engaging minority students in authentic science in order to overcome
past societal disadvantages and develop individual talent in communities
that have not had these opportunities Whether such efforts can scale up
the point that they cumulatively foster a more diverse scientific workforce is
a bigger question whose answer remains to be seenrdquo Hunter et al 2010
chapter 8
Acting on the Research Evidence
ldquoThe aim is to increase the circumstances in which teaching and
research have occasion to meethellip
Increase the skills of staff to teach emphasizing the
construction of knowledge by students rather than the
imparting of knowledge by instructors
Ensure that students experience the process of artistic and
scientific productivity
(Hattie and Marsh 1996)
My Perspectives
bull Student lsquounderstandingrsquo of the complexity of knowledge lies at the centre of
higher education (Ron Barnett)
bull From the level of the academic the student hellip and the institution there are
tensions between teaching and research
bull We need to maximise the (potential) synergies and minimise the conflicts
bull This requires actions at a variety of levels
bull The link at undergraduate level is both most problematic and most important
bull If an institution has special roles eg researcher teacher tutor ndashthen one needs to
manage and ensure these roles are at some point linked to the benefit of students
wider society
bull There are important disciplinary lsquoprofessionalrsquo and institutional variations in
teaching research professional knowledge relations
bull Library and information technology staff can play key roles
bull Practices and policies can be adapted to different disciplinary institutional and
national contexts
Curriculum design as controlling a set of different goals forces
Healey and Jenkins argue hellip
All students in all higher education institutions should experience
learning through and about research and inquiry
We argue as does much recent US experience that such curricular
experience should and can be mainstreamed for all or many
students through a research-active curriculum We argue that
this can be achieved through structured interventions at course
team departmental institutional and national levels
(2009p3) Developing Undergraduate Research and Inquiry York
Higher Education Academy
A lsquoLanguagersquo to Help Us Examine What We Do-see handout pp 6-7
bull Research-led where students learn about research findings the
curriculum content is strongly shaped by faculty research
interestscurrent research in the discipline
bull Research-oriented where students learn about research
processes the curriculum emphasises as much the processes by
which knowledge is produced as learning knowledge that has been
achieved and faculty try to engender a research ethos through
their teaching or
bull Research-based where students learn as researchers the
curriculum is largely designed around inquiry-based activities and
the division of roles between teacher and student is minimised
bull Research tutored where students supported by staff in small
group discuss current research ( papers) in their discipline
Research-tutored
Engaging in research discussions
Research-based
Students undertaking research and inquiry
Research-led
Learning about current research in the discipline
Research-oriented
Developing research inquiry and techniques
STUDENT-FOCUSED
STUDENTS AS PARTICIPANTS
EMPHASIS ON RESEARCH CONTENT
EMPHASIS ON RESEARCH PROCESSES AND PROBLEMS
TEACHER-FOCUSED
STUDENTS AS AUDIENCE
Tasks Using that typologylanguage
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes)
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
Using the language of the handout pages 6-7 what forms of teaching research links do you see there Research led research orientated research based andor research tutored
A Key Perspective
ldquoTeaching and research are correlated
when they are co-related hellipOne way
to achieve this is to exploit further
the link between teaching and
research in the design of coursesrdquo
(Brew A amp Boud D 1995)
Small Group Task pp 8-33 Consider how whether one or more of the
discipline case studies could be adapted to your context
21 Biosciences Physical Sciences and Medicine pp 7-12
22 Social Sciences pp 12-14
23 Business Law and Tourism pp 14-17
24 Geography and Environmental Studies pp 17-21
25 Archaeology and Earth Sciences pp 21-22
26 Arts Media Architecture and Performing Arts pp 22-24
27 English p p 24-25
27 History p25
28 Education and Philosophy pp 25-27
29 Interdisciplinary pp 27-29
Reporter ndash be ready to state one thing that is important about the relevance
of this case study to lsquoyourrsquo practice policyor worth saying about this
case study hellip
Task Course Design-see Annex 2 p 41
Ensure that students experience the process of
artistic and scientific productivity (Hattie and
Marsh 1996)
Group Reflection
Use the typology to examine lsquoyourrsquo current practice ndash as an
individual or member of a course team
What do you consider you are already doing effectively
What might you wish to strengthen or develop
Reporter to state ndash ONE thing worth saying to everybody here
that comes out of this task is hellip
Provisional planning
On the basis of the session so far
provisionally plan ONE intervention in your
own practicehellip
The central features are
Consider how to better ensure lsquosuccessrsquo
including recognising certain expected
difficulties
Taking this forward in your practiceDecide whom is an A and whom a B
A speaks and B listens 3 mins
What I am provisionally taking forward
into my own practice is hellip
B speaks and A listens hellip2 mins
Some suggestions I have are hellip
Now B speaks and A listens
B speaks and A listens 3 mins
What I am provisionally taking forward
into my own practice is hellip
A speaks and B listens hellip2 mins
Some suggestions I have are hellip
Disciplinary Perspectives
Why Disciplines Might Be Significant Logical Hypotheses
bull Disciplines are academic lsquocommunities of practicersquo
bull The nature ofextent of research in the discipline may varybe significant
bull The nature of the fundingorganisation of research in the discipline may
be significant
bull The nature ofrole of scholarship in the discipline may varybe significant
bull The nature of pedagogy in the discipline may be different
bull The nature of how research is taught in the discipline may be significant
bull The importance of research as taught in the discipline may be significant
bull The nature of the staff and or student culture across the discipline may be
significant
bull The importance of research to future student rolesemployability may be
significant
What is
research
Breaking new ground moving
forward exploration and
discovery
How visible is it Laboratories and machinery (ie
tools) but often behind closed
doors
Where is it
located
Out there at a higher level
Who does it Lecturers
Students experience of learning in a research environment Physics handout p 7
Source Robertson and Blackler (2006)
What is
research
Gathering information in the
world answering a question
How visible is it Most visible in the field
Where is it
located
Out there in the field
Who does it Lecturers and (increasingly over
time) students
Students experience of learning in a research environment Geography handout p 7
Source Robertson and Blackler (2006)
What is
research
Looking into gathering putting
it together a focus of interest
How visible is it Not tangibly visible but apparent
in the dialogue
Where is it
located
In the library in the head
Who does it Lecturers and students
Students experience of learning in a research environment English Handout p 7
Source Robertson and Blackler (2006)
Study of Physics and English faculty in two US institutions
In Physics the links lay in the way that undergraduates and
postgraduates could be involved in (staff) research for
much of the research was team basedthe potential and
actual links lay in the organisation of research and
pedagogy Much of the pedagogy was enquiry-based
In English the connections between research and scholarship
were strong indeed the distinctions between research
and scholarship were hard to drawThe teaching-research
connections lay more in the content of the curriculum
(Colbeck 1998)
Discuss teaching research relationships in your course team department or Faculty
Nexus rdquois a connection usually where multiple
elements meetrdquo Wikipedia
Teaching and research relations in my course
team department are like These analogies my
help
lsquolove and marriagersquo lsquo a horse and carriagersquo or
lsquostrangers in the nightrsquo (Sinatra F)
Departmental Relationships
One Research Study in UK Built Environment
departments (Urban Planning) Brookes
Sheffield Hallam Westminster and
University of West of England
Teaching was organised Research was
organised little was done to bring them
together
QAA Scotland Research Teaching Linkages httpwwwenhancementthemesacukdocumentsResearchTeachingQAA292Overview260509pdf
Areas for development
1048698 While there are wide-ranging innovative examples of practice and policy in all institutions
much of this is implicit and not systematically developed or supported
1048698 While the evidence was strong of effective examples of practice at final-year level(for example some
form of research project) institutions departments and schools need to ensure that
these research attributes are developed systematically through programmes in a
structured manner from year one
1048698 There is a sense that the issues were better understood and supported by staff heavily engaged in
teaching and not really understood or supported by those with a major focus on research
1048698 Attention needs to be given to ensuring that students are aware of and understand the
importance of research-based attributes for their future employability and success
as lifelong learners Course teams need to develop waysthat support students understanding
of these attributes and their belief in how they can aid their future employment and involvement
in civic life ( emphasis added)
Considering two case studies
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes) and Engineering at Imperial p 32
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
What that those departments done to try to bring together teaching and research
What are the similarities and the differences between their strategies
Group Task Departmental Case Studies pp 29-38
Discuss one or more of the case studies ndashand then agree on one
statement worth making as to its value to your
department(s) Faculty this institution
31 Biosciences Chemistry Medicine and Health Sciences
32 Engineering and Mathematics
33 Arts and Social Sciences
34 Geography Earth and Environmental Sciences
35 Developing research skills and academic practices
36 Re-designing Spaces
Note Annex One Linking Teaching and Research in Departments p 40
Questions and Strategies
bull Curriculum and research-based learning
bull Management organisational structure
and staffing at departmental level
bull Inclusive culture
Isssues of Multi and Interdisciplinarity
Internationally hellipfew students now do a single subject degree
Study of long term impact of a degree at Oxford Polytechnic Oxford Brookes
where students studied two subjects Selected geography students
interviewed 5101520 years after graduation
For many this was first time they had been asked to consider their overall
degree relationships between the two subjects they had studied
Jenkins A Jones L and Ward A ( 2001 ) The long -term effect of a degree on
graduate lives Studies in Higher Education 26(2)149-163
Two lsquosolutionsrsquo
Interdisciplinary seminars
Final Year Capstone Courses
httpwwwheacademyacukprojectsdetailntfs
ntfsproject_Gloucestershire10
Remember ldquoWe need to maximise the (potential) synergies and minimise the conflicts
This requires actions at a variety of levelsrdquo
Annex 1 Linking Teaching and Research in Departments
Questions and Strategies p 40
Annex 2 Strategies for Linking Teaching and Research within
Courses and Programmes p41
Annex 3 Institutional Strategies to Link Teaching and
Research A Framework p42
Annex 4 Possible strategies for national and international
organisations pp42-3
My conclusions
bull Understanding the complexity of knowledge lies at
the centre of what makes HIGHER education distinctive
bull That requires purposeful action at a variety of levels
bull In onersquos own teaching and to an extent at course team and
departmental level one does have some freedom of action And
perhaps you can in part shape your research to link with your
teaching
bull Bringing your teaching and research more effectively together can
help you balance what can be competing demands on your time and
attention
bull These issues will shape your whole careerif you are an early career
academic one needs now to focus on what is in your lsquocontrolrsquo but look
to the future hellip
A Conclusion
A Round One thing I am going to do in my own practice is hellip
One thing I am going to propose to my subject group is hellip
One thing we should do at Department Institutional level is hellip
One thing I want to say is hellip
Pedagogic approach and structure
Pedagogic approach guided discussion with mini
presentations lsquoaction planningrsquo
Structure exploring your views role of research in
HE research evidence the disciplinary
dimension case studies at course and
departmental level provisional planning of
interventions
Language in plenary use English hellipbut in groups
speak as you wish
Line-up
To be an effective teacher in HE one
needs to be centrally involved in
discipline based research
Strongly ------------------------------ Strongly
agree disagree
ONE thing that came out of our discussion was hellip
Line Up
lsquoUndergraduate Research is for
ALL undergraduatesrsquo
Strongly ------------------------------ Strongly
Agree Disagree
ONE thing that came out of our discussion was hellip
Line Up
I find it easy to link my roles as a teacher
( at undergraduate level) and as a
researcher
__________________________________
Strongly agree Strongly disagree
About myself
Geography undergraduate University College London
1959-62 and then school teacher training
Secondary school teacher British Columbia 1963-6
Graduate student geography international relations
Madison Wisconsin 1966-9
Geography at Oxford Polytechnic Brookes University
1975- c 1996
Educational Development Oxford Brookes c1996-2006
Independent Consultant 2006hellip
Available from the HE Academy httpwwwheacademyacukrtnexushtm
International Statements on Value Intent
ldquohellip universities should treat learning as not yet
wholly solved problems and hence always in
research moderdquo (Humboldt founder University
of Berlin 1810 quoted by Elton 2005 110)
The New Zealand Education Amendment Act (1990)
defines a university as where ldquoteaching and
research are closely interdependent and most
of their teaching is done by people who are
active in advancing knowledgerdquo
Two recent pronouncements
The research universities have often failed and continue to fail their undergraduate
populations thousands of students graduate without seeing the world - famous
professors or tasting genuine research (U S) Boyer Commission on Educating
Undergraduates in the Research University (1998 3) (emphasis added)
ldquohellip we want all students to access the benefits exposure to teaching informed by
research can bringhellip This will take many forms including pure and applied
research that feeds curriculum development but also research and
development that tackle the challenging questions facing professional business
regional and local employers now and in the future Wersquore doing this because
we believe an understanding of the research process ndash asking the right
questions in the right way conducting experiments and collating and
evaluating information ndash must be a key part of any undergraduate curriculum
whether or not those involved in delivering it are actively engaged in research
activity themselvesrdquo (Bill Rammell UK Minister for Higher Education 2006 3)
( emphasis added)
Research Evidence
Loosely Coupled ldquoBased on this review we concluded that the common belief that
teaching and research were inextricably intertwined is an enduring myth At best
teaching and research are very loosely coupled (Hattie and Marsh 1996)
At Arms length Students at ldquoarms lengthrdquo from the worlds of university research (Brew
2006)
Individual Faculty can experience links and tensions in resolving their teaching and
research roles The context of the department discipline shapes these
relationships (Colbeck 1998)
Policy Separation lsquoheads of departments and other managers of staff time indicated
that on a managerial level it is more convenient for teaching and research
activities to be treated as separate activities On an intellectual level however
academic managers would rather perceive the two to be synergisticrsquo (Coate et al
2001 p 162)
Research evidence on impact of (selective)undergraduate research programmes
ldquoThere is growing evidence that ndash when done well ndash some programs and activities
appear to engage participants at levels that elevates their performance
across multiple engagement and desired outcomes measures such as
persistence hellip They include first-year seminars common intellectual
experiences learning communities service learning undergraduate
research study abroad and other experiences with diversity internships
and capstone courses and projectsrdquo Kuh 2008 14
ldquoCollectively the evidence shows the power of undergraduate research as a tool
for engaging minority students in authentic science in order to overcome
past societal disadvantages and develop individual talent in communities
that have not had these opportunities Whether such efforts can scale up
the point that they cumulatively foster a more diverse scientific workforce is
a bigger question whose answer remains to be seenrdquo Hunter et al 2010
chapter 8
Acting on the Research Evidence
ldquoThe aim is to increase the circumstances in which teaching and
research have occasion to meethellip
Increase the skills of staff to teach emphasizing the
construction of knowledge by students rather than the
imparting of knowledge by instructors
Ensure that students experience the process of artistic and
scientific productivity
(Hattie and Marsh 1996)
My Perspectives
bull Student lsquounderstandingrsquo of the complexity of knowledge lies at the centre of
higher education (Ron Barnett)
bull From the level of the academic the student hellip and the institution there are
tensions between teaching and research
bull We need to maximise the (potential) synergies and minimise the conflicts
bull This requires actions at a variety of levels
bull The link at undergraduate level is both most problematic and most important
bull If an institution has special roles eg researcher teacher tutor ndashthen one needs to
manage and ensure these roles are at some point linked to the benefit of students
wider society
bull There are important disciplinary lsquoprofessionalrsquo and institutional variations in
teaching research professional knowledge relations
bull Library and information technology staff can play key roles
bull Practices and policies can be adapted to different disciplinary institutional and
national contexts
Curriculum design as controlling a set of different goals forces
Healey and Jenkins argue hellip
All students in all higher education institutions should experience
learning through and about research and inquiry
We argue as does much recent US experience that such curricular
experience should and can be mainstreamed for all or many
students through a research-active curriculum We argue that
this can be achieved through structured interventions at course
team departmental institutional and national levels
(2009p3) Developing Undergraduate Research and Inquiry York
Higher Education Academy
A lsquoLanguagersquo to Help Us Examine What We Do-see handout pp 6-7
bull Research-led where students learn about research findings the
curriculum content is strongly shaped by faculty research
interestscurrent research in the discipline
bull Research-oriented where students learn about research
processes the curriculum emphasises as much the processes by
which knowledge is produced as learning knowledge that has been
achieved and faculty try to engender a research ethos through
their teaching or
bull Research-based where students learn as researchers the
curriculum is largely designed around inquiry-based activities and
the division of roles between teacher and student is minimised
bull Research tutored where students supported by staff in small
group discuss current research ( papers) in their discipline
Research-tutored
Engaging in research discussions
Research-based
Students undertaking research and inquiry
Research-led
Learning about current research in the discipline
Research-oriented
Developing research inquiry and techniques
STUDENT-FOCUSED
STUDENTS AS PARTICIPANTS
EMPHASIS ON RESEARCH CONTENT
EMPHASIS ON RESEARCH PROCESSES AND PROBLEMS
TEACHER-FOCUSED
STUDENTS AS AUDIENCE
Tasks Using that typologylanguage
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes)
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
Using the language of the handout pages 6-7 what forms of teaching research links do you see there Research led research orientated research based andor research tutored
A Key Perspective
ldquoTeaching and research are correlated
when they are co-related hellipOne way
to achieve this is to exploit further
the link between teaching and
research in the design of coursesrdquo
(Brew A amp Boud D 1995)
Small Group Task pp 8-33 Consider how whether one or more of the
discipline case studies could be adapted to your context
21 Biosciences Physical Sciences and Medicine pp 7-12
22 Social Sciences pp 12-14
23 Business Law and Tourism pp 14-17
24 Geography and Environmental Studies pp 17-21
25 Archaeology and Earth Sciences pp 21-22
26 Arts Media Architecture and Performing Arts pp 22-24
27 English p p 24-25
27 History p25
28 Education and Philosophy pp 25-27
29 Interdisciplinary pp 27-29
Reporter ndash be ready to state one thing that is important about the relevance
of this case study to lsquoyourrsquo practice policyor worth saying about this
case study hellip
Task Course Design-see Annex 2 p 41
Ensure that students experience the process of
artistic and scientific productivity (Hattie and
Marsh 1996)
Group Reflection
Use the typology to examine lsquoyourrsquo current practice ndash as an
individual or member of a course team
What do you consider you are already doing effectively
What might you wish to strengthen or develop
Reporter to state ndash ONE thing worth saying to everybody here
that comes out of this task is hellip
Provisional planning
On the basis of the session so far
provisionally plan ONE intervention in your
own practicehellip
The central features are
Consider how to better ensure lsquosuccessrsquo
including recognising certain expected
difficulties
Taking this forward in your practiceDecide whom is an A and whom a B
A speaks and B listens 3 mins
What I am provisionally taking forward
into my own practice is hellip
B speaks and A listens hellip2 mins
Some suggestions I have are hellip
Now B speaks and A listens
B speaks and A listens 3 mins
What I am provisionally taking forward
into my own practice is hellip
A speaks and B listens hellip2 mins
Some suggestions I have are hellip
Disciplinary Perspectives
Why Disciplines Might Be Significant Logical Hypotheses
bull Disciplines are academic lsquocommunities of practicersquo
bull The nature ofextent of research in the discipline may varybe significant
bull The nature of the fundingorganisation of research in the discipline may
be significant
bull The nature ofrole of scholarship in the discipline may varybe significant
bull The nature of pedagogy in the discipline may be different
bull The nature of how research is taught in the discipline may be significant
bull The importance of research as taught in the discipline may be significant
bull The nature of the staff and or student culture across the discipline may be
significant
bull The importance of research to future student rolesemployability may be
significant
What is
research
Breaking new ground moving
forward exploration and
discovery
How visible is it Laboratories and machinery (ie
tools) but often behind closed
doors
Where is it
located
Out there at a higher level
Who does it Lecturers
Students experience of learning in a research environment Physics handout p 7
Source Robertson and Blackler (2006)
What is
research
Gathering information in the
world answering a question
How visible is it Most visible in the field
Where is it
located
Out there in the field
Who does it Lecturers and (increasingly over
time) students
Students experience of learning in a research environment Geography handout p 7
Source Robertson and Blackler (2006)
What is
research
Looking into gathering putting
it together a focus of interest
How visible is it Not tangibly visible but apparent
in the dialogue
Where is it
located
In the library in the head
Who does it Lecturers and students
Students experience of learning in a research environment English Handout p 7
Source Robertson and Blackler (2006)
Study of Physics and English faculty in two US institutions
In Physics the links lay in the way that undergraduates and
postgraduates could be involved in (staff) research for
much of the research was team basedthe potential and
actual links lay in the organisation of research and
pedagogy Much of the pedagogy was enquiry-based
In English the connections between research and scholarship
were strong indeed the distinctions between research
and scholarship were hard to drawThe teaching-research
connections lay more in the content of the curriculum
(Colbeck 1998)
Discuss teaching research relationships in your course team department or Faculty
Nexus rdquois a connection usually where multiple
elements meetrdquo Wikipedia
Teaching and research relations in my course
team department are like These analogies my
help
lsquolove and marriagersquo lsquo a horse and carriagersquo or
lsquostrangers in the nightrsquo (Sinatra F)
Departmental Relationships
One Research Study in UK Built Environment
departments (Urban Planning) Brookes
Sheffield Hallam Westminster and
University of West of England
Teaching was organised Research was
organised little was done to bring them
together
QAA Scotland Research Teaching Linkages httpwwwenhancementthemesacukdocumentsResearchTeachingQAA292Overview260509pdf
Areas for development
1048698 While there are wide-ranging innovative examples of practice and policy in all institutions
much of this is implicit and not systematically developed or supported
1048698 While the evidence was strong of effective examples of practice at final-year level(for example some
form of research project) institutions departments and schools need to ensure that
these research attributes are developed systematically through programmes in a
structured manner from year one
1048698 There is a sense that the issues were better understood and supported by staff heavily engaged in
teaching and not really understood or supported by those with a major focus on research
1048698 Attention needs to be given to ensuring that students are aware of and understand the
importance of research-based attributes for their future employability and success
as lifelong learners Course teams need to develop waysthat support students understanding
of these attributes and their belief in how they can aid their future employment and involvement
in civic life ( emphasis added)
Considering two case studies
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes) and Engineering at Imperial p 32
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
What that those departments done to try to bring together teaching and research
What are the similarities and the differences between their strategies
Group Task Departmental Case Studies pp 29-38
Discuss one or more of the case studies ndashand then agree on one
statement worth making as to its value to your
department(s) Faculty this institution
31 Biosciences Chemistry Medicine and Health Sciences
32 Engineering and Mathematics
33 Arts and Social Sciences
34 Geography Earth and Environmental Sciences
35 Developing research skills and academic practices
36 Re-designing Spaces
Note Annex One Linking Teaching and Research in Departments p 40
Questions and Strategies
bull Curriculum and research-based learning
bull Management organisational structure
and staffing at departmental level
bull Inclusive culture
Isssues of Multi and Interdisciplinarity
Internationally hellipfew students now do a single subject degree
Study of long term impact of a degree at Oxford Polytechnic Oxford Brookes
where students studied two subjects Selected geography students
interviewed 5101520 years after graduation
For many this was first time they had been asked to consider their overall
degree relationships between the two subjects they had studied
Jenkins A Jones L and Ward A ( 2001 ) The long -term effect of a degree on
graduate lives Studies in Higher Education 26(2)149-163
Two lsquosolutionsrsquo
Interdisciplinary seminars
Final Year Capstone Courses
httpwwwheacademyacukprojectsdetailntfs
ntfsproject_Gloucestershire10
Remember ldquoWe need to maximise the (potential) synergies and minimise the conflicts
This requires actions at a variety of levelsrdquo
Annex 1 Linking Teaching and Research in Departments
Questions and Strategies p 40
Annex 2 Strategies for Linking Teaching and Research within
Courses and Programmes p41
Annex 3 Institutional Strategies to Link Teaching and
Research A Framework p42
Annex 4 Possible strategies for national and international
organisations pp42-3
My conclusions
bull Understanding the complexity of knowledge lies at
the centre of what makes HIGHER education distinctive
bull That requires purposeful action at a variety of levels
bull In onersquos own teaching and to an extent at course team and
departmental level one does have some freedom of action And
perhaps you can in part shape your research to link with your
teaching
bull Bringing your teaching and research more effectively together can
help you balance what can be competing demands on your time and
attention
bull These issues will shape your whole careerif you are an early career
academic one needs now to focus on what is in your lsquocontrolrsquo but look
to the future hellip
A Conclusion
A Round One thing I am going to do in my own practice is hellip
One thing I am going to propose to my subject group is hellip
One thing we should do at Department Institutional level is hellip
One thing I want to say is hellip
Line-up
To be an effective teacher in HE one
needs to be centrally involved in
discipline based research
Strongly ------------------------------ Strongly
agree disagree
ONE thing that came out of our discussion was hellip
Line Up
lsquoUndergraduate Research is for
ALL undergraduatesrsquo
Strongly ------------------------------ Strongly
Agree Disagree
ONE thing that came out of our discussion was hellip
Line Up
I find it easy to link my roles as a teacher
( at undergraduate level) and as a
researcher
__________________________________
Strongly agree Strongly disagree
About myself
Geography undergraduate University College London
1959-62 and then school teacher training
Secondary school teacher British Columbia 1963-6
Graduate student geography international relations
Madison Wisconsin 1966-9
Geography at Oxford Polytechnic Brookes University
1975- c 1996
Educational Development Oxford Brookes c1996-2006
Independent Consultant 2006hellip
Available from the HE Academy httpwwwheacademyacukrtnexushtm
International Statements on Value Intent
ldquohellip universities should treat learning as not yet
wholly solved problems and hence always in
research moderdquo (Humboldt founder University
of Berlin 1810 quoted by Elton 2005 110)
The New Zealand Education Amendment Act (1990)
defines a university as where ldquoteaching and
research are closely interdependent and most
of their teaching is done by people who are
active in advancing knowledgerdquo
Two recent pronouncements
The research universities have often failed and continue to fail their undergraduate
populations thousands of students graduate without seeing the world - famous
professors or tasting genuine research (U S) Boyer Commission on Educating
Undergraduates in the Research University (1998 3) (emphasis added)
ldquohellip we want all students to access the benefits exposure to teaching informed by
research can bringhellip This will take many forms including pure and applied
research that feeds curriculum development but also research and
development that tackle the challenging questions facing professional business
regional and local employers now and in the future Wersquore doing this because
we believe an understanding of the research process ndash asking the right
questions in the right way conducting experiments and collating and
evaluating information ndash must be a key part of any undergraduate curriculum
whether or not those involved in delivering it are actively engaged in research
activity themselvesrdquo (Bill Rammell UK Minister for Higher Education 2006 3)
( emphasis added)
Research Evidence
Loosely Coupled ldquoBased on this review we concluded that the common belief that
teaching and research were inextricably intertwined is an enduring myth At best
teaching and research are very loosely coupled (Hattie and Marsh 1996)
At Arms length Students at ldquoarms lengthrdquo from the worlds of university research (Brew
2006)
Individual Faculty can experience links and tensions in resolving their teaching and
research roles The context of the department discipline shapes these
relationships (Colbeck 1998)
Policy Separation lsquoheads of departments and other managers of staff time indicated
that on a managerial level it is more convenient for teaching and research
activities to be treated as separate activities On an intellectual level however
academic managers would rather perceive the two to be synergisticrsquo (Coate et al
2001 p 162)
Research evidence on impact of (selective)undergraduate research programmes
ldquoThere is growing evidence that ndash when done well ndash some programs and activities
appear to engage participants at levels that elevates their performance
across multiple engagement and desired outcomes measures such as
persistence hellip They include first-year seminars common intellectual
experiences learning communities service learning undergraduate
research study abroad and other experiences with diversity internships
and capstone courses and projectsrdquo Kuh 2008 14
ldquoCollectively the evidence shows the power of undergraduate research as a tool
for engaging minority students in authentic science in order to overcome
past societal disadvantages and develop individual talent in communities
that have not had these opportunities Whether such efforts can scale up
the point that they cumulatively foster a more diverse scientific workforce is
a bigger question whose answer remains to be seenrdquo Hunter et al 2010
chapter 8
Acting on the Research Evidence
ldquoThe aim is to increase the circumstances in which teaching and
research have occasion to meethellip
Increase the skills of staff to teach emphasizing the
construction of knowledge by students rather than the
imparting of knowledge by instructors
Ensure that students experience the process of artistic and
scientific productivity
(Hattie and Marsh 1996)
My Perspectives
bull Student lsquounderstandingrsquo of the complexity of knowledge lies at the centre of
higher education (Ron Barnett)
bull From the level of the academic the student hellip and the institution there are
tensions between teaching and research
bull We need to maximise the (potential) synergies and minimise the conflicts
bull This requires actions at a variety of levels
bull The link at undergraduate level is both most problematic and most important
bull If an institution has special roles eg researcher teacher tutor ndashthen one needs to
manage and ensure these roles are at some point linked to the benefit of students
wider society
bull There are important disciplinary lsquoprofessionalrsquo and institutional variations in
teaching research professional knowledge relations
bull Library and information technology staff can play key roles
bull Practices and policies can be adapted to different disciplinary institutional and
national contexts
Curriculum design as controlling a set of different goals forces
Healey and Jenkins argue hellip
All students in all higher education institutions should experience
learning through and about research and inquiry
We argue as does much recent US experience that such curricular
experience should and can be mainstreamed for all or many
students through a research-active curriculum We argue that
this can be achieved through structured interventions at course
team departmental institutional and national levels
(2009p3) Developing Undergraduate Research and Inquiry York
Higher Education Academy
A lsquoLanguagersquo to Help Us Examine What We Do-see handout pp 6-7
bull Research-led where students learn about research findings the
curriculum content is strongly shaped by faculty research
interestscurrent research in the discipline
bull Research-oriented where students learn about research
processes the curriculum emphasises as much the processes by
which knowledge is produced as learning knowledge that has been
achieved and faculty try to engender a research ethos through
their teaching or
bull Research-based where students learn as researchers the
curriculum is largely designed around inquiry-based activities and
the division of roles between teacher and student is minimised
bull Research tutored where students supported by staff in small
group discuss current research ( papers) in their discipline
Research-tutored
Engaging in research discussions
Research-based
Students undertaking research and inquiry
Research-led
Learning about current research in the discipline
Research-oriented
Developing research inquiry and techniques
STUDENT-FOCUSED
STUDENTS AS PARTICIPANTS
EMPHASIS ON RESEARCH CONTENT
EMPHASIS ON RESEARCH PROCESSES AND PROBLEMS
TEACHER-FOCUSED
STUDENTS AS AUDIENCE
Tasks Using that typologylanguage
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes)
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
Using the language of the handout pages 6-7 what forms of teaching research links do you see there Research led research orientated research based andor research tutored
A Key Perspective
ldquoTeaching and research are correlated
when they are co-related hellipOne way
to achieve this is to exploit further
the link between teaching and
research in the design of coursesrdquo
(Brew A amp Boud D 1995)
Small Group Task pp 8-33 Consider how whether one or more of the
discipline case studies could be adapted to your context
21 Biosciences Physical Sciences and Medicine pp 7-12
22 Social Sciences pp 12-14
23 Business Law and Tourism pp 14-17
24 Geography and Environmental Studies pp 17-21
25 Archaeology and Earth Sciences pp 21-22
26 Arts Media Architecture and Performing Arts pp 22-24
27 English p p 24-25
27 History p25
28 Education and Philosophy pp 25-27
29 Interdisciplinary pp 27-29
Reporter ndash be ready to state one thing that is important about the relevance
of this case study to lsquoyourrsquo practice policyor worth saying about this
case study hellip
Task Course Design-see Annex 2 p 41
Ensure that students experience the process of
artistic and scientific productivity (Hattie and
Marsh 1996)
Group Reflection
Use the typology to examine lsquoyourrsquo current practice ndash as an
individual or member of a course team
What do you consider you are already doing effectively
What might you wish to strengthen or develop
Reporter to state ndash ONE thing worth saying to everybody here
that comes out of this task is hellip
Provisional planning
On the basis of the session so far
provisionally plan ONE intervention in your
own practicehellip
The central features are
Consider how to better ensure lsquosuccessrsquo
including recognising certain expected
difficulties
Taking this forward in your practiceDecide whom is an A and whom a B
A speaks and B listens 3 mins
What I am provisionally taking forward
into my own practice is hellip
B speaks and A listens hellip2 mins
Some suggestions I have are hellip
Now B speaks and A listens
B speaks and A listens 3 mins
What I am provisionally taking forward
into my own practice is hellip
A speaks and B listens hellip2 mins
Some suggestions I have are hellip
Disciplinary Perspectives
Why Disciplines Might Be Significant Logical Hypotheses
bull Disciplines are academic lsquocommunities of practicersquo
bull The nature ofextent of research in the discipline may varybe significant
bull The nature of the fundingorganisation of research in the discipline may
be significant
bull The nature ofrole of scholarship in the discipline may varybe significant
bull The nature of pedagogy in the discipline may be different
bull The nature of how research is taught in the discipline may be significant
bull The importance of research as taught in the discipline may be significant
bull The nature of the staff and or student culture across the discipline may be
significant
bull The importance of research to future student rolesemployability may be
significant
What is
research
Breaking new ground moving
forward exploration and
discovery
How visible is it Laboratories and machinery (ie
tools) but often behind closed
doors
Where is it
located
Out there at a higher level
Who does it Lecturers
Students experience of learning in a research environment Physics handout p 7
Source Robertson and Blackler (2006)
What is
research
Gathering information in the
world answering a question
How visible is it Most visible in the field
Where is it
located
Out there in the field
Who does it Lecturers and (increasingly over
time) students
Students experience of learning in a research environment Geography handout p 7
Source Robertson and Blackler (2006)
What is
research
Looking into gathering putting
it together a focus of interest
How visible is it Not tangibly visible but apparent
in the dialogue
Where is it
located
In the library in the head
Who does it Lecturers and students
Students experience of learning in a research environment English Handout p 7
Source Robertson and Blackler (2006)
Study of Physics and English faculty in two US institutions
In Physics the links lay in the way that undergraduates and
postgraduates could be involved in (staff) research for
much of the research was team basedthe potential and
actual links lay in the organisation of research and
pedagogy Much of the pedagogy was enquiry-based
In English the connections between research and scholarship
were strong indeed the distinctions between research
and scholarship were hard to drawThe teaching-research
connections lay more in the content of the curriculum
(Colbeck 1998)
Discuss teaching research relationships in your course team department or Faculty
Nexus rdquois a connection usually where multiple
elements meetrdquo Wikipedia
Teaching and research relations in my course
team department are like These analogies my
help
lsquolove and marriagersquo lsquo a horse and carriagersquo or
lsquostrangers in the nightrsquo (Sinatra F)
Departmental Relationships
One Research Study in UK Built Environment
departments (Urban Planning) Brookes
Sheffield Hallam Westminster and
University of West of England
Teaching was organised Research was
organised little was done to bring them
together
QAA Scotland Research Teaching Linkages httpwwwenhancementthemesacukdocumentsResearchTeachingQAA292Overview260509pdf
Areas for development
1048698 While there are wide-ranging innovative examples of practice and policy in all institutions
much of this is implicit and not systematically developed or supported
1048698 While the evidence was strong of effective examples of practice at final-year level(for example some
form of research project) institutions departments and schools need to ensure that
these research attributes are developed systematically through programmes in a
structured manner from year one
1048698 There is a sense that the issues were better understood and supported by staff heavily engaged in
teaching and not really understood or supported by those with a major focus on research
1048698 Attention needs to be given to ensuring that students are aware of and understand the
importance of research-based attributes for their future employability and success
as lifelong learners Course teams need to develop waysthat support students understanding
of these attributes and their belief in how they can aid their future employment and involvement
in civic life ( emphasis added)
Considering two case studies
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes) and Engineering at Imperial p 32
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
What that those departments done to try to bring together teaching and research
What are the similarities and the differences between their strategies
Group Task Departmental Case Studies pp 29-38
Discuss one or more of the case studies ndashand then agree on one
statement worth making as to its value to your
department(s) Faculty this institution
31 Biosciences Chemistry Medicine and Health Sciences
32 Engineering and Mathematics
33 Arts and Social Sciences
34 Geography Earth and Environmental Sciences
35 Developing research skills and academic practices
36 Re-designing Spaces
Note Annex One Linking Teaching and Research in Departments p 40
Questions and Strategies
bull Curriculum and research-based learning
bull Management organisational structure
and staffing at departmental level
bull Inclusive culture
Isssues of Multi and Interdisciplinarity
Internationally hellipfew students now do a single subject degree
Study of long term impact of a degree at Oxford Polytechnic Oxford Brookes
where students studied two subjects Selected geography students
interviewed 5101520 years after graduation
For many this was first time they had been asked to consider their overall
degree relationships between the two subjects they had studied
Jenkins A Jones L and Ward A ( 2001 ) The long -term effect of a degree on
graduate lives Studies in Higher Education 26(2)149-163
Two lsquosolutionsrsquo
Interdisciplinary seminars
Final Year Capstone Courses
httpwwwheacademyacukprojectsdetailntfs
ntfsproject_Gloucestershire10
Remember ldquoWe need to maximise the (potential) synergies and minimise the conflicts
This requires actions at a variety of levelsrdquo
Annex 1 Linking Teaching and Research in Departments
Questions and Strategies p 40
Annex 2 Strategies for Linking Teaching and Research within
Courses and Programmes p41
Annex 3 Institutional Strategies to Link Teaching and
Research A Framework p42
Annex 4 Possible strategies for national and international
organisations pp42-3
My conclusions
bull Understanding the complexity of knowledge lies at
the centre of what makes HIGHER education distinctive
bull That requires purposeful action at a variety of levels
bull In onersquos own teaching and to an extent at course team and
departmental level one does have some freedom of action And
perhaps you can in part shape your research to link with your
teaching
bull Bringing your teaching and research more effectively together can
help you balance what can be competing demands on your time and
attention
bull These issues will shape your whole careerif you are an early career
academic one needs now to focus on what is in your lsquocontrolrsquo but look
to the future hellip
A Conclusion
A Round One thing I am going to do in my own practice is hellip
One thing I am going to propose to my subject group is hellip
One thing we should do at Department Institutional level is hellip
One thing I want to say is hellip
Line Up
lsquoUndergraduate Research is for
ALL undergraduatesrsquo
Strongly ------------------------------ Strongly
Agree Disagree
ONE thing that came out of our discussion was hellip
Line Up
I find it easy to link my roles as a teacher
( at undergraduate level) and as a
researcher
__________________________________
Strongly agree Strongly disagree
About myself
Geography undergraduate University College London
1959-62 and then school teacher training
Secondary school teacher British Columbia 1963-6
Graduate student geography international relations
Madison Wisconsin 1966-9
Geography at Oxford Polytechnic Brookes University
1975- c 1996
Educational Development Oxford Brookes c1996-2006
Independent Consultant 2006hellip
Available from the HE Academy httpwwwheacademyacukrtnexushtm
International Statements on Value Intent
ldquohellip universities should treat learning as not yet
wholly solved problems and hence always in
research moderdquo (Humboldt founder University
of Berlin 1810 quoted by Elton 2005 110)
The New Zealand Education Amendment Act (1990)
defines a university as where ldquoteaching and
research are closely interdependent and most
of their teaching is done by people who are
active in advancing knowledgerdquo
Two recent pronouncements
The research universities have often failed and continue to fail their undergraduate
populations thousands of students graduate without seeing the world - famous
professors or tasting genuine research (U S) Boyer Commission on Educating
Undergraduates in the Research University (1998 3) (emphasis added)
ldquohellip we want all students to access the benefits exposure to teaching informed by
research can bringhellip This will take many forms including pure and applied
research that feeds curriculum development but also research and
development that tackle the challenging questions facing professional business
regional and local employers now and in the future Wersquore doing this because
we believe an understanding of the research process ndash asking the right
questions in the right way conducting experiments and collating and
evaluating information ndash must be a key part of any undergraduate curriculum
whether or not those involved in delivering it are actively engaged in research
activity themselvesrdquo (Bill Rammell UK Minister for Higher Education 2006 3)
( emphasis added)
Research Evidence
Loosely Coupled ldquoBased on this review we concluded that the common belief that
teaching and research were inextricably intertwined is an enduring myth At best
teaching and research are very loosely coupled (Hattie and Marsh 1996)
At Arms length Students at ldquoarms lengthrdquo from the worlds of university research (Brew
2006)
Individual Faculty can experience links and tensions in resolving their teaching and
research roles The context of the department discipline shapes these
relationships (Colbeck 1998)
Policy Separation lsquoheads of departments and other managers of staff time indicated
that on a managerial level it is more convenient for teaching and research
activities to be treated as separate activities On an intellectual level however
academic managers would rather perceive the two to be synergisticrsquo (Coate et al
2001 p 162)
Research evidence on impact of (selective)undergraduate research programmes
ldquoThere is growing evidence that ndash when done well ndash some programs and activities
appear to engage participants at levels that elevates their performance
across multiple engagement and desired outcomes measures such as
persistence hellip They include first-year seminars common intellectual
experiences learning communities service learning undergraduate
research study abroad and other experiences with diversity internships
and capstone courses and projectsrdquo Kuh 2008 14
ldquoCollectively the evidence shows the power of undergraduate research as a tool
for engaging minority students in authentic science in order to overcome
past societal disadvantages and develop individual talent in communities
that have not had these opportunities Whether such efforts can scale up
the point that they cumulatively foster a more diverse scientific workforce is
a bigger question whose answer remains to be seenrdquo Hunter et al 2010
chapter 8
Acting on the Research Evidence
ldquoThe aim is to increase the circumstances in which teaching and
research have occasion to meethellip
Increase the skills of staff to teach emphasizing the
construction of knowledge by students rather than the
imparting of knowledge by instructors
Ensure that students experience the process of artistic and
scientific productivity
(Hattie and Marsh 1996)
My Perspectives
bull Student lsquounderstandingrsquo of the complexity of knowledge lies at the centre of
higher education (Ron Barnett)
bull From the level of the academic the student hellip and the institution there are
tensions between teaching and research
bull We need to maximise the (potential) synergies and minimise the conflicts
bull This requires actions at a variety of levels
bull The link at undergraduate level is both most problematic and most important
bull If an institution has special roles eg researcher teacher tutor ndashthen one needs to
manage and ensure these roles are at some point linked to the benefit of students
wider society
bull There are important disciplinary lsquoprofessionalrsquo and institutional variations in
teaching research professional knowledge relations
bull Library and information technology staff can play key roles
bull Practices and policies can be adapted to different disciplinary institutional and
national contexts
Curriculum design as controlling a set of different goals forces
Healey and Jenkins argue hellip
All students in all higher education institutions should experience
learning through and about research and inquiry
We argue as does much recent US experience that such curricular
experience should and can be mainstreamed for all or many
students through a research-active curriculum We argue that
this can be achieved through structured interventions at course
team departmental institutional and national levels
(2009p3) Developing Undergraduate Research and Inquiry York
Higher Education Academy
A lsquoLanguagersquo to Help Us Examine What We Do-see handout pp 6-7
bull Research-led where students learn about research findings the
curriculum content is strongly shaped by faculty research
interestscurrent research in the discipline
bull Research-oriented where students learn about research
processes the curriculum emphasises as much the processes by
which knowledge is produced as learning knowledge that has been
achieved and faculty try to engender a research ethos through
their teaching or
bull Research-based where students learn as researchers the
curriculum is largely designed around inquiry-based activities and
the division of roles between teacher and student is minimised
bull Research tutored where students supported by staff in small
group discuss current research ( papers) in their discipline
Research-tutored
Engaging in research discussions
Research-based
Students undertaking research and inquiry
Research-led
Learning about current research in the discipline
Research-oriented
Developing research inquiry and techniques
STUDENT-FOCUSED
STUDENTS AS PARTICIPANTS
EMPHASIS ON RESEARCH CONTENT
EMPHASIS ON RESEARCH PROCESSES AND PROBLEMS
TEACHER-FOCUSED
STUDENTS AS AUDIENCE
Tasks Using that typologylanguage
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes)
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
Using the language of the handout pages 6-7 what forms of teaching research links do you see there Research led research orientated research based andor research tutored
A Key Perspective
ldquoTeaching and research are correlated
when they are co-related hellipOne way
to achieve this is to exploit further
the link between teaching and
research in the design of coursesrdquo
(Brew A amp Boud D 1995)
Small Group Task pp 8-33 Consider how whether one or more of the
discipline case studies could be adapted to your context
21 Biosciences Physical Sciences and Medicine pp 7-12
22 Social Sciences pp 12-14
23 Business Law and Tourism pp 14-17
24 Geography and Environmental Studies pp 17-21
25 Archaeology and Earth Sciences pp 21-22
26 Arts Media Architecture and Performing Arts pp 22-24
27 English p p 24-25
27 History p25
28 Education and Philosophy pp 25-27
29 Interdisciplinary pp 27-29
Reporter ndash be ready to state one thing that is important about the relevance
of this case study to lsquoyourrsquo practice policyor worth saying about this
case study hellip
Task Course Design-see Annex 2 p 41
Ensure that students experience the process of
artistic and scientific productivity (Hattie and
Marsh 1996)
Group Reflection
Use the typology to examine lsquoyourrsquo current practice ndash as an
individual or member of a course team
What do you consider you are already doing effectively
What might you wish to strengthen or develop
Reporter to state ndash ONE thing worth saying to everybody here
that comes out of this task is hellip
Provisional planning
On the basis of the session so far
provisionally plan ONE intervention in your
own practicehellip
The central features are
Consider how to better ensure lsquosuccessrsquo
including recognising certain expected
difficulties
Taking this forward in your practiceDecide whom is an A and whom a B
A speaks and B listens 3 mins
What I am provisionally taking forward
into my own practice is hellip
B speaks and A listens hellip2 mins
Some suggestions I have are hellip
Now B speaks and A listens
B speaks and A listens 3 mins
What I am provisionally taking forward
into my own practice is hellip
A speaks and B listens hellip2 mins
Some suggestions I have are hellip
Disciplinary Perspectives
Why Disciplines Might Be Significant Logical Hypotheses
bull Disciplines are academic lsquocommunities of practicersquo
bull The nature ofextent of research in the discipline may varybe significant
bull The nature of the fundingorganisation of research in the discipline may
be significant
bull The nature ofrole of scholarship in the discipline may varybe significant
bull The nature of pedagogy in the discipline may be different
bull The nature of how research is taught in the discipline may be significant
bull The importance of research as taught in the discipline may be significant
bull The nature of the staff and or student culture across the discipline may be
significant
bull The importance of research to future student rolesemployability may be
significant
What is
research
Breaking new ground moving
forward exploration and
discovery
How visible is it Laboratories and machinery (ie
tools) but often behind closed
doors
Where is it
located
Out there at a higher level
Who does it Lecturers
Students experience of learning in a research environment Physics handout p 7
Source Robertson and Blackler (2006)
What is
research
Gathering information in the
world answering a question
How visible is it Most visible in the field
Where is it
located
Out there in the field
Who does it Lecturers and (increasingly over
time) students
Students experience of learning in a research environment Geography handout p 7
Source Robertson and Blackler (2006)
What is
research
Looking into gathering putting
it together a focus of interest
How visible is it Not tangibly visible but apparent
in the dialogue
Where is it
located
In the library in the head
Who does it Lecturers and students
Students experience of learning in a research environment English Handout p 7
Source Robertson and Blackler (2006)
Study of Physics and English faculty in two US institutions
In Physics the links lay in the way that undergraduates and
postgraduates could be involved in (staff) research for
much of the research was team basedthe potential and
actual links lay in the organisation of research and
pedagogy Much of the pedagogy was enquiry-based
In English the connections between research and scholarship
were strong indeed the distinctions between research
and scholarship were hard to drawThe teaching-research
connections lay more in the content of the curriculum
(Colbeck 1998)
Discuss teaching research relationships in your course team department or Faculty
Nexus rdquois a connection usually where multiple
elements meetrdquo Wikipedia
Teaching and research relations in my course
team department are like These analogies my
help
lsquolove and marriagersquo lsquo a horse and carriagersquo or
lsquostrangers in the nightrsquo (Sinatra F)
Departmental Relationships
One Research Study in UK Built Environment
departments (Urban Planning) Brookes
Sheffield Hallam Westminster and
University of West of England
Teaching was organised Research was
organised little was done to bring them
together
QAA Scotland Research Teaching Linkages httpwwwenhancementthemesacukdocumentsResearchTeachingQAA292Overview260509pdf
Areas for development
1048698 While there are wide-ranging innovative examples of practice and policy in all institutions
much of this is implicit and not systematically developed or supported
1048698 While the evidence was strong of effective examples of practice at final-year level(for example some
form of research project) institutions departments and schools need to ensure that
these research attributes are developed systematically through programmes in a
structured manner from year one
1048698 There is a sense that the issues were better understood and supported by staff heavily engaged in
teaching and not really understood or supported by those with a major focus on research
1048698 Attention needs to be given to ensuring that students are aware of and understand the
importance of research-based attributes for their future employability and success
as lifelong learners Course teams need to develop waysthat support students understanding
of these attributes and their belief in how they can aid their future employment and involvement
in civic life ( emphasis added)
Considering two case studies
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes) and Engineering at Imperial p 32
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
What that those departments done to try to bring together teaching and research
What are the similarities and the differences between their strategies
Group Task Departmental Case Studies pp 29-38
Discuss one or more of the case studies ndashand then agree on one
statement worth making as to its value to your
department(s) Faculty this institution
31 Biosciences Chemistry Medicine and Health Sciences
32 Engineering and Mathematics
33 Arts and Social Sciences
34 Geography Earth and Environmental Sciences
35 Developing research skills and academic practices
36 Re-designing Spaces
Note Annex One Linking Teaching and Research in Departments p 40
Questions and Strategies
bull Curriculum and research-based learning
bull Management organisational structure
and staffing at departmental level
bull Inclusive culture
Isssues of Multi and Interdisciplinarity
Internationally hellipfew students now do a single subject degree
Study of long term impact of a degree at Oxford Polytechnic Oxford Brookes
where students studied two subjects Selected geography students
interviewed 5101520 years after graduation
For many this was first time they had been asked to consider their overall
degree relationships between the two subjects they had studied
Jenkins A Jones L and Ward A ( 2001 ) The long -term effect of a degree on
graduate lives Studies in Higher Education 26(2)149-163
Two lsquosolutionsrsquo
Interdisciplinary seminars
Final Year Capstone Courses
httpwwwheacademyacukprojectsdetailntfs
ntfsproject_Gloucestershire10
Remember ldquoWe need to maximise the (potential) synergies and minimise the conflicts
This requires actions at a variety of levelsrdquo
Annex 1 Linking Teaching and Research in Departments
Questions and Strategies p 40
Annex 2 Strategies for Linking Teaching and Research within
Courses and Programmes p41
Annex 3 Institutional Strategies to Link Teaching and
Research A Framework p42
Annex 4 Possible strategies for national and international
organisations pp42-3
My conclusions
bull Understanding the complexity of knowledge lies at
the centre of what makes HIGHER education distinctive
bull That requires purposeful action at a variety of levels
bull In onersquos own teaching and to an extent at course team and
departmental level one does have some freedom of action And
perhaps you can in part shape your research to link with your
teaching
bull Bringing your teaching and research more effectively together can
help you balance what can be competing demands on your time and
attention
bull These issues will shape your whole careerif you are an early career
academic one needs now to focus on what is in your lsquocontrolrsquo but look
to the future hellip
A Conclusion
A Round One thing I am going to do in my own practice is hellip
One thing I am going to propose to my subject group is hellip
One thing we should do at Department Institutional level is hellip
One thing I want to say is hellip
Line Up
I find it easy to link my roles as a teacher
( at undergraduate level) and as a
researcher
__________________________________
Strongly agree Strongly disagree
About myself
Geography undergraduate University College London
1959-62 and then school teacher training
Secondary school teacher British Columbia 1963-6
Graduate student geography international relations
Madison Wisconsin 1966-9
Geography at Oxford Polytechnic Brookes University
1975- c 1996
Educational Development Oxford Brookes c1996-2006
Independent Consultant 2006hellip
Available from the HE Academy httpwwwheacademyacukrtnexushtm
International Statements on Value Intent
ldquohellip universities should treat learning as not yet
wholly solved problems and hence always in
research moderdquo (Humboldt founder University
of Berlin 1810 quoted by Elton 2005 110)
The New Zealand Education Amendment Act (1990)
defines a university as where ldquoteaching and
research are closely interdependent and most
of their teaching is done by people who are
active in advancing knowledgerdquo
Two recent pronouncements
The research universities have often failed and continue to fail their undergraduate
populations thousands of students graduate without seeing the world - famous
professors or tasting genuine research (U S) Boyer Commission on Educating
Undergraduates in the Research University (1998 3) (emphasis added)
ldquohellip we want all students to access the benefits exposure to teaching informed by
research can bringhellip This will take many forms including pure and applied
research that feeds curriculum development but also research and
development that tackle the challenging questions facing professional business
regional and local employers now and in the future Wersquore doing this because
we believe an understanding of the research process ndash asking the right
questions in the right way conducting experiments and collating and
evaluating information ndash must be a key part of any undergraduate curriculum
whether or not those involved in delivering it are actively engaged in research
activity themselvesrdquo (Bill Rammell UK Minister for Higher Education 2006 3)
( emphasis added)
Research Evidence
Loosely Coupled ldquoBased on this review we concluded that the common belief that
teaching and research were inextricably intertwined is an enduring myth At best
teaching and research are very loosely coupled (Hattie and Marsh 1996)
At Arms length Students at ldquoarms lengthrdquo from the worlds of university research (Brew
2006)
Individual Faculty can experience links and tensions in resolving their teaching and
research roles The context of the department discipline shapes these
relationships (Colbeck 1998)
Policy Separation lsquoheads of departments and other managers of staff time indicated
that on a managerial level it is more convenient for teaching and research
activities to be treated as separate activities On an intellectual level however
academic managers would rather perceive the two to be synergisticrsquo (Coate et al
2001 p 162)
Research evidence on impact of (selective)undergraduate research programmes
ldquoThere is growing evidence that ndash when done well ndash some programs and activities
appear to engage participants at levels that elevates their performance
across multiple engagement and desired outcomes measures such as
persistence hellip They include first-year seminars common intellectual
experiences learning communities service learning undergraduate
research study abroad and other experiences with diversity internships
and capstone courses and projectsrdquo Kuh 2008 14
ldquoCollectively the evidence shows the power of undergraduate research as a tool
for engaging minority students in authentic science in order to overcome
past societal disadvantages and develop individual talent in communities
that have not had these opportunities Whether such efforts can scale up
the point that they cumulatively foster a more diverse scientific workforce is
a bigger question whose answer remains to be seenrdquo Hunter et al 2010
chapter 8
Acting on the Research Evidence
ldquoThe aim is to increase the circumstances in which teaching and
research have occasion to meethellip
Increase the skills of staff to teach emphasizing the
construction of knowledge by students rather than the
imparting of knowledge by instructors
Ensure that students experience the process of artistic and
scientific productivity
(Hattie and Marsh 1996)
My Perspectives
bull Student lsquounderstandingrsquo of the complexity of knowledge lies at the centre of
higher education (Ron Barnett)
bull From the level of the academic the student hellip and the institution there are
tensions between teaching and research
bull We need to maximise the (potential) synergies and minimise the conflicts
bull This requires actions at a variety of levels
bull The link at undergraduate level is both most problematic and most important
bull If an institution has special roles eg researcher teacher tutor ndashthen one needs to
manage and ensure these roles are at some point linked to the benefit of students
wider society
bull There are important disciplinary lsquoprofessionalrsquo and institutional variations in
teaching research professional knowledge relations
bull Library and information technology staff can play key roles
bull Practices and policies can be adapted to different disciplinary institutional and
national contexts
Curriculum design as controlling a set of different goals forces
Healey and Jenkins argue hellip
All students in all higher education institutions should experience
learning through and about research and inquiry
We argue as does much recent US experience that such curricular
experience should and can be mainstreamed for all or many
students through a research-active curriculum We argue that
this can be achieved through structured interventions at course
team departmental institutional and national levels
(2009p3) Developing Undergraduate Research and Inquiry York
Higher Education Academy
A lsquoLanguagersquo to Help Us Examine What We Do-see handout pp 6-7
bull Research-led where students learn about research findings the
curriculum content is strongly shaped by faculty research
interestscurrent research in the discipline
bull Research-oriented where students learn about research
processes the curriculum emphasises as much the processes by
which knowledge is produced as learning knowledge that has been
achieved and faculty try to engender a research ethos through
their teaching or
bull Research-based where students learn as researchers the
curriculum is largely designed around inquiry-based activities and
the division of roles between teacher and student is minimised
bull Research tutored where students supported by staff in small
group discuss current research ( papers) in their discipline
Research-tutored
Engaging in research discussions
Research-based
Students undertaking research and inquiry
Research-led
Learning about current research in the discipline
Research-oriented
Developing research inquiry and techniques
STUDENT-FOCUSED
STUDENTS AS PARTICIPANTS
EMPHASIS ON RESEARCH CONTENT
EMPHASIS ON RESEARCH PROCESSES AND PROBLEMS
TEACHER-FOCUSED
STUDENTS AS AUDIENCE
Tasks Using that typologylanguage
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes)
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
Using the language of the handout pages 6-7 what forms of teaching research links do you see there Research led research orientated research based andor research tutored
A Key Perspective
ldquoTeaching and research are correlated
when they are co-related hellipOne way
to achieve this is to exploit further
the link between teaching and
research in the design of coursesrdquo
(Brew A amp Boud D 1995)
Small Group Task pp 8-33 Consider how whether one or more of the
discipline case studies could be adapted to your context
21 Biosciences Physical Sciences and Medicine pp 7-12
22 Social Sciences pp 12-14
23 Business Law and Tourism pp 14-17
24 Geography and Environmental Studies pp 17-21
25 Archaeology and Earth Sciences pp 21-22
26 Arts Media Architecture and Performing Arts pp 22-24
27 English p p 24-25
27 History p25
28 Education and Philosophy pp 25-27
29 Interdisciplinary pp 27-29
Reporter ndash be ready to state one thing that is important about the relevance
of this case study to lsquoyourrsquo practice policyor worth saying about this
case study hellip
Task Course Design-see Annex 2 p 41
Ensure that students experience the process of
artistic and scientific productivity (Hattie and
Marsh 1996)
Group Reflection
Use the typology to examine lsquoyourrsquo current practice ndash as an
individual or member of a course team
What do you consider you are already doing effectively
What might you wish to strengthen or develop
Reporter to state ndash ONE thing worth saying to everybody here
that comes out of this task is hellip
Provisional planning
On the basis of the session so far
provisionally plan ONE intervention in your
own practicehellip
The central features are
Consider how to better ensure lsquosuccessrsquo
including recognising certain expected
difficulties
Taking this forward in your practiceDecide whom is an A and whom a B
A speaks and B listens 3 mins
What I am provisionally taking forward
into my own practice is hellip
B speaks and A listens hellip2 mins
Some suggestions I have are hellip
Now B speaks and A listens
B speaks and A listens 3 mins
What I am provisionally taking forward
into my own practice is hellip
A speaks and B listens hellip2 mins
Some suggestions I have are hellip
Disciplinary Perspectives
Why Disciplines Might Be Significant Logical Hypotheses
bull Disciplines are academic lsquocommunities of practicersquo
bull The nature ofextent of research in the discipline may varybe significant
bull The nature of the fundingorganisation of research in the discipline may
be significant
bull The nature ofrole of scholarship in the discipline may varybe significant
bull The nature of pedagogy in the discipline may be different
bull The nature of how research is taught in the discipline may be significant
bull The importance of research as taught in the discipline may be significant
bull The nature of the staff and or student culture across the discipline may be
significant
bull The importance of research to future student rolesemployability may be
significant
What is
research
Breaking new ground moving
forward exploration and
discovery
How visible is it Laboratories and machinery (ie
tools) but often behind closed
doors
Where is it
located
Out there at a higher level
Who does it Lecturers
Students experience of learning in a research environment Physics handout p 7
Source Robertson and Blackler (2006)
What is
research
Gathering information in the
world answering a question
How visible is it Most visible in the field
Where is it
located
Out there in the field
Who does it Lecturers and (increasingly over
time) students
Students experience of learning in a research environment Geography handout p 7
Source Robertson and Blackler (2006)
What is
research
Looking into gathering putting
it together a focus of interest
How visible is it Not tangibly visible but apparent
in the dialogue
Where is it
located
In the library in the head
Who does it Lecturers and students
Students experience of learning in a research environment English Handout p 7
Source Robertson and Blackler (2006)
Study of Physics and English faculty in two US institutions
In Physics the links lay in the way that undergraduates and
postgraduates could be involved in (staff) research for
much of the research was team basedthe potential and
actual links lay in the organisation of research and
pedagogy Much of the pedagogy was enquiry-based
In English the connections between research and scholarship
were strong indeed the distinctions between research
and scholarship were hard to drawThe teaching-research
connections lay more in the content of the curriculum
(Colbeck 1998)
Discuss teaching research relationships in your course team department or Faculty
Nexus rdquois a connection usually where multiple
elements meetrdquo Wikipedia
Teaching and research relations in my course
team department are like These analogies my
help
lsquolove and marriagersquo lsquo a horse and carriagersquo or
lsquostrangers in the nightrsquo (Sinatra F)
Departmental Relationships
One Research Study in UK Built Environment
departments (Urban Planning) Brookes
Sheffield Hallam Westminster and
University of West of England
Teaching was organised Research was
organised little was done to bring them
together
QAA Scotland Research Teaching Linkages httpwwwenhancementthemesacukdocumentsResearchTeachingQAA292Overview260509pdf
Areas for development
1048698 While there are wide-ranging innovative examples of practice and policy in all institutions
much of this is implicit and not systematically developed or supported
1048698 While the evidence was strong of effective examples of practice at final-year level(for example some
form of research project) institutions departments and schools need to ensure that
these research attributes are developed systematically through programmes in a
structured manner from year one
1048698 There is a sense that the issues were better understood and supported by staff heavily engaged in
teaching and not really understood or supported by those with a major focus on research
1048698 Attention needs to be given to ensuring that students are aware of and understand the
importance of research-based attributes for their future employability and success
as lifelong learners Course teams need to develop waysthat support students understanding
of these attributes and their belief in how they can aid their future employment and involvement
in civic life ( emphasis added)
Considering two case studies
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes) and Engineering at Imperial p 32
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
What that those departments done to try to bring together teaching and research
What are the similarities and the differences between their strategies
Group Task Departmental Case Studies pp 29-38
Discuss one or more of the case studies ndashand then agree on one
statement worth making as to its value to your
department(s) Faculty this institution
31 Biosciences Chemistry Medicine and Health Sciences
32 Engineering and Mathematics
33 Arts and Social Sciences
34 Geography Earth and Environmental Sciences
35 Developing research skills and academic practices
36 Re-designing Spaces
Note Annex One Linking Teaching and Research in Departments p 40
Questions and Strategies
bull Curriculum and research-based learning
bull Management organisational structure
and staffing at departmental level
bull Inclusive culture
Isssues of Multi and Interdisciplinarity
Internationally hellipfew students now do a single subject degree
Study of long term impact of a degree at Oxford Polytechnic Oxford Brookes
where students studied two subjects Selected geography students
interviewed 5101520 years after graduation
For many this was first time they had been asked to consider their overall
degree relationships between the two subjects they had studied
Jenkins A Jones L and Ward A ( 2001 ) The long -term effect of a degree on
graduate lives Studies in Higher Education 26(2)149-163
Two lsquosolutionsrsquo
Interdisciplinary seminars
Final Year Capstone Courses
httpwwwheacademyacukprojectsdetailntfs
ntfsproject_Gloucestershire10
Remember ldquoWe need to maximise the (potential) synergies and minimise the conflicts
This requires actions at a variety of levelsrdquo
Annex 1 Linking Teaching and Research in Departments
Questions and Strategies p 40
Annex 2 Strategies for Linking Teaching and Research within
Courses and Programmes p41
Annex 3 Institutional Strategies to Link Teaching and
Research A Framework p42
Annex 4 Possible strategies for national and international
organisations pp42-3
My conclusions
bull Understanding the complexity of knowledge lies at
the centre of what makes HIGHER education distinctive
bull That requires purposeful action at a variety of levels
bull In onersquos own teaching and to an extent at course team and
departmental level one does have some freedom of action And
perhaps you can in part shape your research to link with your
teaching
bull Bringing your teaching and research more effectively together can
help you balance what can be competing demands on your time and
attention
bull These issues will shape your whole careerif you are an early career
academic one needs now to focus on what is in your lsquocontrolrsquo but look
to the future hellip
A Conclusion
A Round One thing I am going to do in my own practice is hellip
One thing I am going to propose to my subject group is hellip
One thing we should do at Department Institutional level is hellip
One thing I want to say is hellip
About myself
Geography undergraduate University College London
1959-62 and then school teacher training
Secondary school teacher British Columbia 1963-6
Graduate student geography international relations
Madison Wisconsin 1966-9
Geography at Oxford Polytechnic Brookes University
1975- c 1996
Educational Development Oxford Brookes c1996-2006
Independent Consultant 2006hellip
Available from the HE Academy httpwwwheacademyacukrtnexushtm
International Statements on Value Intent
ldquohellip universities should treat learning as not yet
wholly solved problems and hence always in
research moderdquo (Humboldt founder University
of Berlin 1810 quoted by Elton 2005 110)
The New Zealand Education Amendment Act (1990)
defines a university as where ldquoteaching and
research are closely interdependent and most
of their teaching is done by people who are
active in advancing knowledgerdquo
Two recent pronouncements
The research universities have often failed and continue to fail their undergraduate
populations thousands of students graduate without seeing the world - famous
professors or tasting genuine research (U S) Boyer Commission on Educating
Undergraduates in the Research University (1998 3) (emphasis added)
ldquohellip we want all students to access the benefits exposure to teaching informed by
research can bringhellip This will take many forms including pure and applied
research that feeds curriculum development but also research and
development that tackle the challenging questions facing professional business
regional and local employers now and in the future Wersquore doing this because
we believe an understanding of the research process ndash asking the right
questions in the right way conducting experiments and collating and
evaluating information ndash must be a key part of any undergraduate curriculum
whether or not those involved in delivering it are actively engaged in research
activity themselvesrdquo (Bill Rammell UK Minister for Higher Education 2006 3)
( emphasis added)
Research Evidence
Loosely Coupled ldquoBased on this review we concluded that the common belief that
teaching and research were inextricably intertwined is an enduring myth At best
teaching and research are very loosely coupled (Hattie and Marsh 1996)
At Arms length Students at ldquoarms lengthrdquo from the worlds of university research (Brew
2006)
Individual Faculty can experience links and tensions in resolving their teaching and
research roles The context of the department discipline shapes these
relationships (Colbeck 1998)
Policy Separation lsquoheads of departments and other managers of staff time indicated
that on a managerial level it is more convenient for teaching and research
activities to be treated as separate activities On an intellectual level however
academic managers would rather perceive the two to be synergisticrsquo (Coate et al
2001 p 162)
Research evidence on impact of (selective)undergraduate research programmes
ldquoThere is growing evidence that ndash when done well ndash some programs and activities
appear to engage participants at levels that elevates their performance
across multiple engagement and desired outcomes measures such as
persistence hellip They include first-year seminars common intellectual
experiences learning communities service learning undergraduate
research study abroad and other experiences with diversity internships
and capstone courses and projectsrdquo Kuh 2008 14
ldquoCollectively the evidence shows the power of undergraduate research as a tool
for engaging minority students in authentic science in order to overcome
past societal disadvantages and develop individual talent in communities
that have not had these opportunities Whether such efforts can scale up
the point that they cumulatively foster a more diverse scientific workforce is
a bigger question whose answer remains to be seenrdquo Hunter et al 2010
chapter 8
Acting on the Research Evidence
ldquoThe aim is to increase the circumstances in which teaching and
research have occasion to meethellip
Increase the skills of staff to teach emphasizing the
construction of knowledge by students rather than the
imparting of knowledge by instructors
Ensure that students experience the process of artistic and
scientific productivity
(Hattie and Marsh 1996)
My Perspectives
bull Student lsquounderstandingrsquo of the complexity of knowledge lies at the centre of
higher education (Ron Barnett)
bull From the level of the academic the student hellip and the institution there are
tensions between teaching and research
bull We need to maximise the (potential) synergies and minimise the conflicts
bull This requires actions at a variety of levels
bull The link at undergraduate level is both most problematic and most important
bull If an institution has special roles eg researcher teacher tutor ndashthen one needs to
manage and ensure these roles are at some point linked to the benefit of students
wider society
bull There are important disciplinary lsquoprofessionalrsquo and institutional variations in
teaching research professional knowledge relations
bull Library and information technology staff can play key roles
bull Practices and policies can be adapted to different disciplinary institutional and
national contexts
Curriculum design as controlling a set of different goals forces
Healey and Jenkins argue hellip
All students in all higher education institutions should experience
learning through and about research and inquiry
We argue as does much recent US experience that such curricular
experience should and can be mainstreamed for all or many
students through a research-active curriculum We argue that
this can be achieved through structured interventions at course
team departmental institutional and national levels
(2009p3) Developing Undergraduate Research and Inquiry York
Higher Education Academy
A lsquoLanguagersquo to Help Us Examine What We Do-see handout pp 6-7
bull Research-led where students learn about research findings the
curriculum content is strongly shaped by faculty research
interestscurrent research in the discipline
bull Research-oriented where students learn about research
processes the curriculum emphasises as much the processes by
which knowledge is produced as learning knowledge that has been
achieved and faculty try to engender a research ethos through
their teaching or
bull Research-based where students learn as researchers the
curriculum is largely designed around inquiry-based activities and
the division of roles between teacher and student is minimised
bull Research tutored where students supported by staff in small
group discuss current research ( papers) in their discipline
Research-tutored
Engaging in research discussions
Research-based
Students undertaking research and inquiry
Research-led
Learning about current research in the discipline
Research-oriented
Developing research inquiry and techniques
STUDENT-FOCUSED
STUDENTS AS PARTICIPANTS
EMPHASIS ON RESEARCH CONTENT
EMPHASIS ON RESEARCH PROCESSES AND PROBLEMS
TEACHER-FOCUSED
STUDENTS AS AUDIENCE
Tasks Using that typologylanguage
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes)
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
Using the language of the handout pages 6-7 what forms of teaching research links do you see there Research led research orientated research based andor research tutored
A Key Perspective
ldquoTeaching and research are correlated
when they are co-related hellipOne way
to achieve this is to exploit further
the link between teaching and
research in the design of coursesrdquo
(Brew A amp Boud D 1995)
Small Group Task pp 8-33 Consider how whether one or more of the
discipline case studies could be adapted to your context
21 Biosciences Physical Sciences and Medicine pp 7-12
22 Social Sciences pp 12-14
23 Business Law and Tourism pp 14-17
24 Geography and Environmental Studies pp 17-21
25 Archaeology and Earth Sciences pp 21-22
26 Arts Media Architecture and Performing Arts pp 22-24
27 English p p 24-25
27 History p25
28 Education and Philosophy pp 25-27
29 Interdisciplinary pp 27-29
Reporter ndash be ready to state one thing that is important about the relevance
of this case study to lsquoyourrsquo practice policyor worth saying about this
case study hellip
Task Course Design-see Annex 2 p 41
Ensure that students experience the process of
artistic and scientific productivity (Hattie and
Marsh 1996)
Group Reflection
Use the typology to examine lsquoyourrsquo current practice ndash as an
individual or member of a course team
What do you consider you are already doing effectively
What might you wish to strengthen or develop
Reporter to state ndash ONE thing worth saying to everybody here
that comes out of this task is hellip
Provisional planning
On the basis of the session so far
provisionally plan ONE intervention in your
own practicehellip
The central features are
Consider how to better ensure lsquosuccessrsquo
including recognising certain expected
difficulties
Taking this forward in your practiceDecide whom is an A and whom a B
A speaks and B listens 3 mins
What I am provisionally taking forward
into my own practice is hellip
B speaks and A listens hellip2 mins
Some suggestions I have are hellip
Now B speaks and A listens
B speaks and A listens 3 mins
What I am provisionally taking forward
into my own practice is hellip
A speaks and B listens hellip2 mins
Some suggestions I have are hellip
Disciplinary Perspectives
Why Disciplines Might Be Significant Logical Hypotheses
bull Disciplines are academic lsquocommunities of practicersquo
bull The nature ofextent of research in the discipline may varybe significant
bull The nature of the fundingorganisation of research in the discipline may
be significant
bull The nature ofrole of scholarship in the discipline may varybe significant
bull The nature of pedagogy in the discipline may be different
bull The nature of how research is taught in the discipline may be significant
bull The importance of research as taught in the discipline may be significant
bull The nature of the staff and or student culture across the discipline may be
significant
bull The importance of research to future student rolesemployability may be
significant
What is
research
Breaking new ground moving
forward exploration and
discovery
How visible is it Laboratories and machinery (ie
tools) but often behind closed
doors
Where is it
located
Out there at a higher level
Who does it Lecturers
Students experience of learning in a research environment Physics handout p 7
Source Robertson and Blackler (2006)
What is
research
Gathering information in the
world answering a question
How visible is it Most visible in the field
Where is it
located
Out there in the field
Who does it Lecturers and (increasingly over
time) students
Students experience of learning in a research environment Geography handout p 7
Source Robertson and Blackler (2006)
What is
research
Looking into gathering putting
it together a focus of interest
How visible is it Not tangibly visible but apparent
in the dialogue
Where is it
located
In the library in the head
Who does it Lecturers and students
Students experience of learning in a research environment English Handout p 7
Source Robertson and Blackler (2006)
Study of Physics and English faculty in two US institutions
In Physics the links lay in the way that undergraduates and
postgraduates could be involved in (staff) research for
much of the research was team basedthe potential and
actual links lay in the organisation of research and
pedagogy Much of the pedagogy was enquiry-based
In English the connections between research and scholarship
were strong indeed the distinctions between research
and scholarship were hard to drawThe teaching-research
connections lay more in the content of the curriculum
(Colbeck 1998)
Discuss teaching research relationships in your course team department or Faculty
Nexus rdquois a connection usually where multiple
elements meetrdquo Wikipedia
Teaching and research relations in my course
team department are like These analogies my
help
lsquolove and marriagersquo lsquo a horse and carriagersquo or
lsquostrangers in the nightrsquo (Sinatra F)
Departmental Relationships
One Research Study in UK Built Environment
departments (Urban Planning) Brookes
Sheffield Hallam Westminster and
University of West of England
Teaching was organised Research was
organised little was done to bring them
together
QAA Scotland Research Teaching Linkages httpwwwenhancementthemesacukdocumentsResearchTeachingQAA292Overview260509pdf
Areas for development
1048698 While there are wide-ranging innovative examples of practice and policy in all institutions
much of this is implicit and not systematically developed or supported
1048698 While the evidence was strong of effective examples of practice at final-year level(for example some
form of research project) institutions departments and schools need to ensure that
these research attributes are developed systematically through programmes in a
structured manner from year one
1048698 There is a sense that the issues were better understood and supported by staff heavily engaged in
teaching and not really understood or supported by those with a major focus on research
1048698 Attention needs to be given to ensuring that students are aware of and understand the
importance of research-based attributes for their future employability and success
as lifelong learners Course teams need to develop waysthat support students understanding
of these attributes and their belief in how they can aid their future employment and involvement
in civic life ( emphasis added)
Considering two case studies
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes) and Engineering at Imperial p 32
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
What that those departments done to try to bring together teaching and research
What are the similarities and the differences between their strategies
Group Task Departmental Case Studies pp 29-38
Discuss one or more of the case studies ndashand then agree on one
statement worth making as to its value to your
department(s) Faculty this institution
31 Biosciences Chemistry Medicine and Health Sciences
32 Engineering and Mathematics
33 Arts and Social Sciences
34 Geography Earth and Environmental Sciences
35 Developing research skills and academic practices
36 Re-designing Spaces
Note Annex One Linking Teaching and Research in Departments p 40
Questions and Strategies
bull Curriculum and research-based learning
bull Management organisational structure
and staffing at departmental level
bull Inclusive culture
Isssues of Multi and Interdisciplinarity
Internationally hellipfew students now do a single subject degree
Study of long term impact of a degree at Oxford Polytechnic Oxford Brookes
where students studied two subjects Selected geography students
interviewed 5101520 years after graduation
For many this was first time they had been asked to consider their overall
degree relationships between the two subjects they had studied
Jenkins A Jones L and Ward A ( 2001 ) The long -term effect of a degree on
graduate lives Studies in Higher Education 26(2)149-163
Two lsquosolutionsrsquo
Interdisciplinary seminars
Final Year Capstone Courses
httpwwwheacademyacukprojectsdetailntfs
ntfsproject_Gloucestershire10
Remember ldquoWe need to maximise the (potential) synergies and minimise the conflicts
This requires actions at a variety of levelsrdquo
Annex 1 Linking Teaching and Research in Departments
Questions and Strategies p 40
Annex 2 Strategies for Linking Teaching and Research within
Courses and Programmes p41
Annex 3 Institutional Strategies to Link Teaching and
Research A Framework p42
Annex 4 Possible strategies for national and international
organisations pp42-3
My conclusions
bull Understanding the complexity of knowledge lies at
the centre of what makes HIGHER education distinctive
bull That requires purposeful action at a variety of levels
bull In onersquos own teaching and to an extent at course team and
departmental level one does have some freedom of action And
perhaps you can in part shape your research to link with your
teaching
bull Bringing your teaching and research more effectively together can
help you balance what can be competing demands on your time and
attention
bull These issues will shape your whole careerif you are an early career
academic one needs now to focus on what is in your lsquocontrolrsquo but look
to the future hellip
A Conclusion
A Round One thing I am going to do in my own practice is hellip
One thing I am going to propose to my subject group is hellip
One thing we should do at Department Institutional level is hellip
One thing I want to say is hellip
Available from the HE Academy httpwwwheacademyacukrtnexushtm
International Statements on Value Intent
ldquohellip universities should treat learning as not yet
wholly solved problems and hence always in
research moderdquo (Humboldt founder University
of Berlin 1810 quoted by Elton 2005 110)
The New Zealand Education Amendment Act (1990)
defines a university as where ldquoteaching and
research are closely interdependent and most
of their teaching is done by people who are
active in advancing knowledgerdquo
Two recent pronouncements
The research universities have often failed and continue to fail their undergraduate
populations thousands of students graduate without seeing the world - famous
professors or tasting genuine research (U S) Boyer Commission on Educating
Undergraduates in the Research University (1998 3) (emphasis added)
ldquohellip we want all students to access the benefits exposure to teaching informed by
research can bringhellip This will take many forms including pure and applied
research that feeds curriculum development but also research and
development that tackle the challenging questions facing professional business
regional and local employers now and in the future Wersquore doing this because
we believe an understanding of the research process ndash asking the right
questions in the right way conducting experiments and collating and
evaluating information ndash must be a key part of any undergraduate curriculum
whether or not those involved in delivering it are actively engaged in research
activity themselvesrdquo (Bill Rammell UK Minister for Higher Education 2006 3)
( emphasis added)
Research Evidence
Loosely Coupled ldquoBased on this review we concluded that the common belief that
teaching and research were inextricably intertwined is an enduring myth At best
teaching and research are very loosely coupled (Hattie and Marsh 1996)
At Arms length Students at ldquoarms lengthrdquo from the worlds of university research (Brew
2006)
Individual Faculty can experience links and tensions in resolving their teaching and
research roles The context of the department discipline shapes these
relationships (Colbeck 1998)
Policy Separation lsquoheads of departments and other managers of staff time indicated
that on a managerial level it is more convenient for teaching and research
activities to be treated as separate activities On an intellectual level however
academic managers would rather perceive the two to be synergisticrsquo (Coate et al
2001 p 162)
Research evidence on impact of (selective)undergraduate research programmes
ldquoThere is growing evidence that ndash when done well ndash some programs and activities
appear to engage participants at levels that elevates their performance
across multiple engagement and desired outcomes measures such as
persistence hellip They include first-year seminars common intellectual
experiences learning communities service learning undergraduate
research study abroad and other experiences with diversity internships
and capstone courses and projectsrdquo Kuh 2008 14
ldquoCollectively the evidence shows the power of undergraduate research as a tool
for engaging minority students in authentic science in order to overcome
past societal disadvantages and develop individual talent in communities
that have not had these opportunities Whether such efforts can scale up
the point that they cumulatively foster a more diverse scientific workforce is
a bigger question whose answer remains to be seenrdquo Hunter et al 2010
chapter 8
Acting on the Research Evidence
ldquoThe aim is to increase the circumstances in which teaching and
research have occasion to meethellip
Increase the skills of staff to teach emphasizing the
construction of knowledge by students rather than the
imparting of knowledge by instructors
Ensure that students experience the process of artistic and
scientific productivity
(Hattie and Marsh 1996)
My Perspectives
bull Student lsquounderstandingrsquo of the complexity of knowledge lies at the centre of
higher education (Ron Barnett)
bull From the level of the academic the student hellip and the institution there are
tensions between teaching and research
bull We need to maximise the (potential) synergies and minimise the conflicts
bull This requires actions at a variety of levels
bull The link at undergraduate level is both most problematic and most important
bull If an institution has special roles eg researcher teacher tutor ndashthen one needs to
manage and ensure these roles are at some point linked to the benefit of students
wider society
bull There are important disciplinary lsquoprofessionalrsquo and institutional variations in
teaching research professional knowledge relations
bull Library and information technology staff can play key roles
bull Practices and policies can be adapted to different disciplinary institutional and
national contexts
Curriculum design as controlling a set of different goals forces
Healey and Jenkins argue hellip
All students in all higher education institutions should experience
learning through and about research and inquiry
We argue as does much recent US experience that such curricular
experience should and can be mainstreamed for all or many
students through a research-active curriculum We argue that
this can be achieved through structured interventions at course
team departmental institutional and national levels
(2009p3) Developing Undergraduate Research and Inquiry York
Higher Education Academy
A lsquoLanguagersquo to Help Us Examine What We Do-see handout pp 6-7
bull Research-led where students learn about research findings the
curriculum content is strongly shaped by faculty research
interestscurrent research in the discipline
bull Research-oriented where students learn about research
processes the curriculum emphasises as much the processes by
which knowledge is produced as learning knowledge that has been
achieved and faculty try to engender a research ethos through
their teaching or
bull Research-based where students learn as researchers the
curriculum is largely designed around inquiry-based activities and
the division of roles between teacher and student is minimised
bull Research tutored where students supported by staff in small
group discuss current research ( papers) in their discipline
Research-tutored
Engaging in research discussions
Research-based
Students undertaking research and inquiry
Research-led
Learning about current research in the discipline
Research-oriented
Developing research inquiry and techniques
STUDENT-FOCUSED
STUDENTS AS PARTICIPANTS
EMPHASIS ON RESEARCH CONTENT
EMPHASIS ON RESEARCH PROCESSES AND PROBLEMS
TEACHER-FOCUSED
STUDENTS AS AUDIENCE
Tasks Using that typologylanguage
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes)
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
Using the language of the handout pages 6-7 what forms of teaching research links do you see there Research led research orientated research based andor research tutored
A Key Perspective
ldquoTeaching and research are correlated
when they are co-related hellipOne way
to achieve this is to exploit further
the link between teaching and
research in the design of coursesrdquo
(Brew A amp Boud D 1995)
Small Group Task pp 8-33 Consider how whether one or more of the
discipline case studies could be adapted to your context
21 Biosciences Physical Sciences and Medicine pp 7-12
22 Social Sciences pp 12-14
23 Business Law and Tourism pp 14-17
24 Geography and Environmental Studies pp 17-21
25 Archaeology and Earth Sciences pp 21-22
26 Arts Media Architecture and Performing Arts pp 22-24
27 English p p 24-25
27 History p25
28 Education and Philosophy pp 25-27
29 Interdisciplinary pp 27-29
Reporter ndash be ready to state one thing that is important about the relevance
of this case study to lsquoyourrsquo practice policyor worth saying about this
case study hellip
Task Course Design-see Annex 2 p 41
Ensure that students experience the process of
artistic and scientific productivity (Hattie and
Marsh 1996)
Group Reflection
Use the typology to examine lsquoyourrsquo current practice ndash as an
individual or member of a course team
What do you consider you are already doing effectively
What might you wish to strengthen or develop
Reporter to state ndash ONE thing worth saying to everybody here
that comes out of this task is hellip
Provisional planning
On the basis of the session so far
provisionally plan ONE intervention in your
own practicehellip
The central features are
Consider how to better ensure lsquosuccessrsquo
including recognising certain expected
difficulties
Taking this forward in your practiceDecide whom is an A and whom a B
A speaks and B listens 3 mins
What I am provisionally taking forward
into my own practice is hellip
B speaks and A listens hellip2 mins
Some suggestions I have are hellip
Now B speaks and A listens
B speaks and A listens 3 mins
What I am provisionally taking forward
into my own practice is hellip
A speaks and B listens hellip2 mins
Some suggestions I have are hellip
Disciplinary Perspectives
Why Disciplines Might Be Significant Logical Hypotheses
bull Disciplines are academic lsquocommunities of practicersquo
bull The nature ofextent of research in the discipline may varybe significant
bull The nature of the fundingorganisation of research in the discipline may
be significant
bull The nature ofrole of scholarship in the discipline may varybe significant
bull The nature of pedagogy in the discipline may be different
bull The nature of how research is taught in the discipline may be significant
bull The importance of research as taught in the discipline may be significant
bull The nature of the staff and or student culture across the discipline may be
significant
bull The importance of research to future student rolesemployability may be
significant
What is
research
Breaking new ground moving
forward exploration and
discovery
How visible is it Laboratories and machinery (ie
tools) but often behind closed
doors
Where is it
located
Out there at a higher level
Who does it Lecturers
Students experience of learning in a research environment Physics handout p 7
Source Robertson and Blackler (2006)
What is
research
Gathering information in the
world answering a question
How visible is it Most visible in the field
Where is it
located
Out there in the field
Who does it Lecturers and (increasingly over
time) students
Students experience of learning in a research environment Geography handout p 7
Source Robertson and Blackler (2006)
What is
research
Looking into gathering putting
it together a focus of interest
How visible is it Not tangibly visible but apparent
in the dialogue
Where is it
located
In the library in the head
Who does it Lecturers and students
Students experience of learning in a research environment English Handout p 7
Source Robertson and Blackler (2006)
Study of Physics and English faculty in two US institutions
In Physics the links lay in the way that undergraduates and
postgraduates could be involved in (staff) research for
much of the research was team basedthe potential and
actual links lay in the organisation of research and
pedagogy Much of the pedagogy was enquiry-based
In English the connections between research and scholarship
were strong indeed the distinctions between research
and scholarship were hard to drawThe teaching-research
connections lay more in the content of the curriculum
(Colbeck 1998)
Discuss teaching research relationships in your course team department or Faculty
Nexus rdquois a connection usually where multiple
elements meetrdquo Wikipedia
Teaching and research relations in my course
team department are like These analogies my
help
lsquolove and marriagersquo lsquo a horse and carriagersquo or
lsquostrangers in the nightrsquo (Sinatra F)
Departmental Relationships
One Research Study in UK Built Environment
departments (Urban Planning) Brookes
Sheffield Hallam Westminster and
University of West of England
Teaching was organised Research was
organised little was done to bring them
together
QAA Scotland Research Teaching Linkages httpwwwenhancementthemesacukdocumentsResearchTeachingQAA292Overview260509pdf
Areas for development
1048698 While there are wide-ranging innovative examples of practice and policy in all institutions
much of this is implicit and not systematically developed or supported
1048698 While the evidence was strong of effective examples of practice at final-year level(for example some
form of research project) institutions departments and schools need to ensure that
these research attributes are developed systematically through programmes in a
structured manner from year one
1048698 There is a sense that the issues were better understood and supported by staff heavily engaged in
teaching and not really understood or supported by those with a major focus on research
1048698 Attention needs to be given to ensuring that students are aware of and understand the
importance of research-based attributes for their future employability and success
as lifelong learners Course teams need to develop waysthat support students understanding
of these attributes and their belief in how they can aid their future employment and involvement
in civic life ( emphasis added)
Considering two case studies
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes) and Engineering at Imperial p 32
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
What that those departments done to try to bring together teaching and research
What are the similarities and the differences between their strategies
Group Task Departmental Case Studies pp 29-38
Discuss one or more of the case studies ndashand then agree on one
statement worth making as to its value to your
department(s) Faculty this institution
31 Biosciences Chemistry Medicine and Health Sciences
32 Engineering and Mathematics
33 Arts and Social Sciences
34 Geography Earth and Environmental Sciences
35 Developing research skills and academic practices
36 Re-designing Spaces
Note Annex One Linking Teaching and Research in Departments p 40
Questions and Strategies
bull Curriculum and research-based learning
bull Management organisational structure
and staffing at departmental level
bull Inclusive culture
Isssues of Multi and Interdisciplinarity
Internationally hellipfew students now do a single subject degree
Study of long term impact of a degree at Oxford Polytechnic Oxford Brookes
where students studied two subjects Selected geography students
interviewed 5101520 years after graduation
For many this was first time they had been asked to consider their overall
degree relationships between the two subjects they had studied
Jenkins A Jones L and Ward A ( 2001 ) The long -term effect of a degree on
graduate lives Studies in Higher Education 26(2)149-163
Two lsquosolutionsrsquo
Interdisciplinary seminars
Final Year Capstone Courses
httpwwwheacademyacukprojectsdetailntfs
ntfsproject_Gloucestershire10
Remember ldquoWe need to maximise the (potential) synergies and minimise the conflicts
This requires actions at a variety of levelsrdquo
Annex 1 Linking Teaching and Research in Departments
Questions and Strategies p 40
Annex 2 Strategies for Linking Teaching and Research within
Courses and Programmes p41
Annex 3 Institutional Strategies to Link Teaching and
Research A Framework p42
Annex 4 Possible strategies for national and international
organisations pp42-3
My conclusions
bull Understanding the complexity of knowledge lies at
the centre of what makes HIGHER education distinctive
bull That requires purposeful action at a variety of levels
bull In onersquos own teaching and to an extent at course team and
departmental level one does have some freedom of action And
perhaps you can in part shape your research to link with your
teaching
bull Bringing your teaching and research more effectively together can
help you balance what can be competing demands on your time and
attention
bull These issues will shape your whole careerif you are an early career
academic one needs now to focus on what is in your lsquocontrolrsquo but look
to the future hellip
A Conclusion
A Round One thing I am going to do in my own practice is hellip
One thing I am going to propose to my subject group is hellip
One thing we should do at Department Institutional level is hellip
One thing I want to say is hellip
International Statements on Value Intent
ldquohellip universities should treat learning as not yet
wholly solved problems and hence always in
research moderdquo (Humboldt founder University
of Berlin 1810 quoted by Elton 2005 110)
The New Zealand Education Amendment Act (1990)
defines a university as where ldquoteaching and
research are closely interdependent and most
of their teaching is done by people who are
active in advancing knowledgerdquo
Two recent pronouncements
The research universities have often failed and continue to fail their undergraduate
populations thousands of students graduate without seeing the world - famous
professors or tasting genuine research (U S) Boyer Commission on Educating
Undergraduates in the Research University (1998 3) (emphasis added)
ldquohellip we want all students to access the benefits exposure to teaching informed by
research can bringhellip This will take many forms including pure and applied
research that feeds curriculum development but also research and
development that tackle the challenging questions facing professional business
regional and local employers now and in the future Wersquore doing this because
we believe an understanding of the research process ndash asking the right
questions in the right way conducting experiments and collating and
evaluating information ndash must be a key part of any undergraduate curriculum
whether or not those involved in delivering it are actively engaged in research
activity themselvesrdquo (Bill Rammell UK Minister for Higher Education 2006 3)
( emphasis added)
Research Evidence
Loosely Coupled ldquoBased on this review we concluded that the common belief that
teaching and research were inextricably intertwined is an enduring myth At best
teaching and research are very loosely coupled (Hattie and Marsh 1996)
At Arms length Students at ldquoarms lengthrdquo from the worlds of university research (Brew
2006)
Individual Faculty can experience links and tensions in resolving their teaching and
research roles The context of the department discipline shapes these
relationships (Colbeck 1998)
Policy Separation lsquoheads of departments and other managers of staff time indicated
that on a managerial level it is more convenient for teaching and research
activities to be treated as separate activities On an intellectual level however
academic managers would rather perceive the two to be synergisticrsquo (Coate et al
2001 p 162)
Research evidence on impact of (selective)undergraduate research programmes
ldquoThere is growing evidence that ndash when done well ndash some programs and activities
appear to engage participants at levels that elevates their performance
across multiple engagement and desired outcomes measures such as
persistence hellip They include first-year seminars common intellectual
experiences learning communities service learning undergraduate
research study abroad and other experiences with diversity internships
and capstone courses and projectsrdquo Kuh 2008 14
ldquoCollectively the evidence shows the power of undergraduate research as a tool
for engaging minority students in authentic science in order to overcome
past societal disadvantages and develop individual talent in communities
that have not had these opportunities Whether such efforts can scale up
the point that they cumulatively foster a more diverse scientific workforce is
a bigger question whose answer remains to be seenrdquo Hunter et al 2010
chapter 8
Acting on the Research Evidence
ldquoThe aim is to increase the circumstances in which teaching and
research have occasion to meethellip
Increase the skills of staff to teach emphasizing the
construction of knowledge by students rather than the
imparting of knowledge by instructors
Ensure that students experience the process of artistic and
scientific productivity
(Hattie and Marsh 1996)
My Perspectives
bull Student lsquounderstandingrsquo of the complexity of knowledge lies at the centre of
higher education (Ron Barnett)
bull From the level of the academic the student hellip and the institution there are
tensions between teaching and research
bull We need to maximise the (potential) synergies and minimise the conflicts
bull This requires actions at a variety of levels
bull The link at undergraduate level is both most problematic and most important
bull If an institution has special roles eg researcher teacher tutor ndashthen one needs to
manage and ensure these roles are at some point linked to the benefit of students
wider society
bull There are important disciplinary lsquoprofessionalrsquo and institutional variations in
teaching research professional knowledge relations
bull Library and information technology staff can play key roles
bull Practices and policies can be adapted to different disciplinary institutional and
national contexts
Curriculum design as controlling a set of different goals forces
Healey and Jenkins argue hellip
All students in all higher education institutions should experience
learning through and about research and inquiry
We argue as does much recent US experience that such curricular
experience should and can be mainstreamed for all or many
students through a research-active curriculum We argue that
this can be achieved through structured interventions at course
team departmental institutional and national levels
(2009p3) Developing Undergraduate Research and Inquiry York
Higher Education Academy
A lsquoLanguagersquo to Help Us Examine What We Do-see handout pp 6-7
bull Research-led where students learn about research findings the
curriculum content is strongly shaped by faculty research
interestscurrent research in the discipline
bull Research-oriented where students learn about research
processes the curriculum emphasises as much the processes by
which knowledge is produced as learning knowledge that has been
achieved and faculty try to engender a research ethos through
their teaching or
bull Research-based where students learn as researchers the
curriculum is largely designed around inquiry-based activities and
the division of roles between teacher and student is minimised
bull Research tutored where students supported by staff in small
group discuss current research ( papers) in their discipline
Research-tutored
Engaging in research discussions
Research-based
Students undertaking research and inquiry
Research-led
Learning about current research in the discipline
Research-oriented
Developing research inquiry and techniques
STUDENT-FOCUSED
STUDENTS AS PARTICIPANTS
EMPHASIS ON RESEARCH CONTENT
EMPHASIS ON RESEARCH PROCESSES AND PROBLEMS
TEACHER-FOCUSED
STUDENTS AS AUDIENCE
Tasks Using that typologylanguage
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes)
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
Using the language of the handout pages 6-7 what forms of teaching research links do you see there Research led research orientated research based andor research tutored
A Key Perspective
ldquoTeaching and research are correlated
when they are co-related hellipOne way
to achieve this is to exploit further
the link between teaching and
research in the design of coursesrdquo
(Brew A amp Boud D 1995)
Small Group Task pp 8-33 Consider how whether one or more of the
discipline case studies could be adapted to your context
21 Biosciences Physical Sciences and Medicine pp 7-12
22 Social Sciences pp 12-14
23 Business Law and Tourism pp 14-17
24 Geography and Environmental Studies pp 17-21
25 Archaeology and Earth Sciences pp 21-22
26 Arts Media Architecture and Performing Arts pp 22-24
27 English p p 24-25
27 History p25
28 Education and Philosophy pp 25-27
29 Interdisciplinary pp 27-29
Reporter ndash be ready to state one thing that is important about the relevance
of this case study to lsquoyourrsquo practice policyor worth saying about this
case study hellip
Task Course Design-see Annex 2 p 41
Ensure that students experience the process of
artistic and scientific productivity (Hattie and
Marsh 1996)
Group Reflection
Use the typology to examine lsquoyourrsquo current practice ndash as an
individual or member of a course team
What do you consider you are already doing effectively
What might you wish to strengthen or develop
Reporter to state ndash ONE thing worth saying to everybody here
that comes out of this task is hellip
Provisional planning
On the basis of the session so far
provisionally plan ONE intervention in your
own practicehellip
The central features are
Consider how to better ensure lsquosuccessrsquo
including recognising certain expected
difficulties
Taking this forward in your practiceDecide whom is an A and whom a B
A speaks and B listens 3 mins
What I am provisionally taking forward
into my own practice is hellip
B speaks and A listens hellip2 mins
Some suggestions I have are hellip
Now B speaks and A listens
B speaks and A listens 3 mins
What I am provisionally taking forward
into my own practice is hellip
A speaks and B listens hellip2 mins
Some suggestions I have are hellip
Disciplinary Perspectives
Why Disciplines Might Be Significant Logical Hypotheses
bull Disciplines are academic lsquocommunities of practicersquo
bull The nature ofextent of research in the discipline may varybe significant
bull The nature of the fundingorganisation of research in the discipline may
be significant
bull The nature ofrole of scholarship in the discipline may varybe significant
bull The nature of pedagogy in the discipline may be different
bull The nature of how research is taught in the discipline may be significant
bull The importance of research as taught in the discipline may be significant
bull The nature of the staff and or student culture across the discipline may be
significant
bull The importance of research to future student rolesemployability may be
significant
What is
research
Breaking new ground moving
forward exploration and
discovery
How visible is it Laboratories and machinery (ie
tools) but often behind closed
doors
Where is it
located
Out there at a higher level
Who does it Lecturers
Students experience of learning in a research environment Physics handout p 7
Source Robertson and Blackler (2006)
What is
research
Gathering information in the
world answering a question
How visible is it Most visible in the field
Where is it
located
Out there in the field
Who does it Lecturers and (increasingly over
time) students
Students experience of learning in a research environment Geography handout p 7
Source Robertson and Blackler (2006)
What is
research
Looking into gathering putting
it together a focus of interest
How visible is it Not tangibly visible but apparent
in the dialogue
Where is it
located
In the library in the head
Who does it Lecturers and students
Students experience of learning in a research environment English Handout p 7
Source Robertson and Blackler (2006)
Study of Physics and English faculty in two US institutions
In Physics the links lay in the way that undergraduates and
postgraduates could be involved in (staff) research for
much of the research was team basedthe potential and
actual links lay in the organisation of research and
pedagogy Much of the pedagogy was enquiry-based
In English the connections between research and scholarship
were strong indeed the distinctions between research
and scholarship were hard to drawThe teaching-research
connections lay more in the content of the curriculum
(Colbeck 1998)
Discuss teaching research relationships in your course team department or Faculty
Nexus rdquois a connection usually where multiple
elements meetrdquo Wikipedia
Teaching and research relations in my course
team department are like These analogies my
help
lsquolove and marriagersquo lsquo a horse and carriagersquo or
lsquostrangers in the nightrsquo (Sinatra F)
Departmental Relationships
One Research Study in UK Built Environment
departments (Urban Planning) Brookes
Sheffield Hallam Westminster and
University of West of England
Teaching was organised Research was
organised little was done to bring them
together
QAA Scotland Research Teaching Linkages httpwwwenhancementthemesacukdocumentsResearchTeachingQAA292Overview260509pdf
Areas for development
1048698 While there are wide-ranging innovative examples of practice and policy in all institutions
much of this is implicit and not systematically developed or supported
1048698 While the evidence was strong of effective examples of practice at final-year level(for example some
form of research project) institutions departments and schools need to ensure that
these research attributes are developed systematically through programmes in a
structured manner from year one
1048698 There is a sense that the issues were better understood and supported by staff heavily engaged in
teaching and not really understood or supported by those with a major focus on research
1048698 Attention needs to be given to ensuring that students are aware of and understand the
importance of research-based attributes for their future employability and success
as lifelong learners Course teams need to develop waysthat support students understanding
of these attributes and their belief in how they can aid their future employment and involvement
in civic life ( emphasis added)
Considering two case studies
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes) and Engineering at Imperial p 32
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
What that those departments done to try to bring together teaching and research
What are the similarities and the differences between their strategies
Group Task Departmental Case Studies pp 29-38
Discuss one or more of the case studies ndashand then agree on one
statement worth making as to its value to your
department(s) Faculty this institution
31 Biosciences Chemistry Medicine and Health Sciences
32 Engineering and Mathematics
33 Arts and Social Sciences
34 Geography Earth and Environmental Sciences
35 Developing research skills and academic practices
36 Re-designing Spaces
Note Annex One Linking Teaching and Research in Departments p 40
Questions and Strategies
bull Curriculum and research-based learning
bull Management organisational structure
and staffing at departmental level
bull Inclusive culture
Isssues of Multi and Interdisciplinarity
Internationally hellipfew students now do a single subject degree
Study of long term impact of a degree at Oxford Polytechnic Oxford Brookes
where students studied two subjects Selected geography students
interviewed 5101520 years after graduation
For many this was first time they had been asked to consider their overall
degree relationships between the two subjects they had studied
Jenkins A Jones L and Ward A ( 2001 ) The long -term effect of a degree on
graduate lives Studies in Higher Education 26(2)149-163
Two lsquosolutionsrsquo
Interdisciplinary seminars
Final Year Capstone Courses
httpwwwheacademyacukprojectsdetailntfs
ntfsproject_Gloucestershire10
Remember ldquoWe need to maximise the (potential) synergies and minimise the conflicts
This requires actions at a variety of levelsrdquo
Annex 1 Linking Teaching and Research in Departments
Questions and Strategies p 40
Annex 2 Strategies for Linking Teaching and Research within
Courses and Programmes p41
Annex 3 Institutional Strategies to Link Teaching and
Research A Framework p42
Annex 4 Possible strategies for national and international
organisations pp42-3
My conclusions
bull Understanding the complexity of knowledge lies at
the centre of what makes HIGHER education distinctive
bull That requires purposeful action at a variety of levels
bull In onersquos own teaching and to an extent at course team and
departmental level one does have some freedom of action And
perhaps you can in part shape your research to link with your
teaching
bull Bringing your teaching and research more effectively together can
help you balance what can be competing demands on your time and
attention
bull These issues will shape your whole careerif you are an early career
academic one needs now to focus on what is in your lsquocontrolrsquo but look
to the future hellip
A Conclusion
A Round One thing I am going to do in my own practice is hellip
One thing I am going to propose to my subject group is hellip
One thing we should do at Department Institutional level is hellip
One thing I want to say is hellip
Two recent pronouncements
The research universities have often failed and continue to fail their undergraduate
populations thousands of students graduate without seeing the world - famous
professors or tasting genuine research (U S) Boyer Commission on Educating
Undergraduates in the Research University (1998 3) (emphasis added)
ldquohellip we want all students to access the benefits exposure to teaching informed by
research can bringhellip This will take many forms including pure and applied
research that feeds curriculum development but also research and
development that tackle the challenging questions facing professional business
regional and local employers now and in the future Wersquore doing this because
we believe an understanding of the research process ndash asking the right
questions in the right way conducting experiments and collating and
evaluating information ndash must be a key part of any undergraduate curriculum
whether or not those involved in delivering it are actively engaged in research
activity themselvesrdquo (Bill Rammell UK Minister for Higher Education 2006 3)
( emphasis added)
Research Evidence
Loosely Coupled ldquoBased on this review we concluded that the common belief that
teaching and research were inextricably intertwined is an enduring myth At best
teaching and research are very loosely coupled (Hattie and Marsh 1996)
At Arms length Students at ldquoarms lengthrdquo from the worlds of university research (Brew
2006)
Individual Faculty can experience links and tensions in resolving their teaching and
research roles The context of the department discipline shapes these
relationships (Colbeck 1998)
Policy Separation lsquoheads of departments and other managers of staff time indicated
that on a managerial level it is more convenient for teaching and research
activities to be treated as separate activities On an intellectual level however
academic managers would rather perceive the two to be synergisticrsquo (Coate et al
2001 p 162)
Research evidence on impact of (selective)undergraduate research programmes
ldquoThere is growing evidence that ndash when done well ndash some programs and activities
appear to engage participants at levels that elevates their performance
across multiple engagement and desired outcomes measures such as
persistence hellip They include first-year seminars common intellectual
experiences learning communities service learning undergraduate
research study abroad and other experiences with diversity internships
and capstone courses and projectsrdquo Kuh 2008 14
ldquoCollectively the evidence shows the power of undergraduate research as a tool
for engaging minority students in authentic science in order to overcome
past societal disadvantages and develop individual talent in communities
that have not had these opportunities Whether such efforts can scale up
the point that they cumulatively foster a more diverse scientific workforce is
a bigger question whose answer remains to be seenrdquo Hunter et al 2010
chapter 8
Acting on the Research Evidence
ldquoThe aim is to increase the circumstances in which teaching and
research have occasion to meethellip
Increase the skills of staff to teach emphasizing the
construction of knowledge by students rather than the
imparting of knowledge by instructors
Ensure that students experience the process of artistic and
scientific productivity
(Hattie and Marsh 1996)
My Perspectives
bull Student lsquounderstandingrsquo of the complexity of knowledge lies at the centre of
higher education (Ron Barnett)
bull From the level of the academic the student hellip and the institution there are
tensions between teaching and research
bull We need to maximise the (potential) synergies and minimise the conflicts
bull This requires actions at a variety of levels
bull The link at undergraduate level is both most problematic and most important
bull If an institution has special roles eg researcher teacher tutor ndashthen one needs to
manage and ensure these roles are at some point linked to the benefit of students
wider society
bull There are important disciplinary lsquoprofessionalrsquo and institutional variations in
teaching research professional knowledge relations
bull Library and information technology staff can play key roles
bull Practices and policies can be adapted to different disciplinary institutional and
national contexts
Curriculum design as controlling a set of different goals forces
Healey and Jenkins argue hellip
All students in all higher education institutions should experience
learning through and about research and inquiry
We argue as does much recent US experience that such curricular
experience should and can be mainstreamed for all or many
students through a research-active curriculum We argue that
this can be achieved through structured interventions at course
team departmental institutional and national levels
(2009p3) Developing Undergraduate Research and Inquiry York
Higher Education Academy
A lsquoLanguagersquo to Help Us Examine What We Do-see handout pp 6-7
bull Research-led where students learn about research findings the
curriculum content is strongly shaped by faculty research
interestscurrent research in the discipline
bull Research-oriented where students learn about research
processes the curriculum emphasises as much the processes by
which knowledge is produced as learning knowledge that has been
achieved and faculty try to engender a research ethos through
their teaching or
bull Research-based where students learn as researchers the
curriculum is largely designed around inquiry-based activities and
the division of roles between teacher and student is minimised
bull Research tutored where students supported by staff in small
group discuss current research ( papers) in their discipline
Research-tutored
Engaging in research discussions
Research-based
Students undertaking research and inquiry
Research-led
Learning about current research in the discipline
Research-oriented
Developing research inquiry and techniques
STUDENT-FOCUSED
STUDENTS AS PARTICIPANTS
EMPHASIS ON RESEARCH CONTENT
EMPHASIS ON RESEARCH PROCESSES AND PROBLEMS
TEACHER-FOCUSED
STUDENTS AS AUDIENCE
Tasks Using that typologylanguage
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes)
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
Using the language of the handout pages 6-7 what forms of teaching research links do you see there Research led research orientated research based andor research tutored
A Key Perspective
ldquoTeaching and research are correlated
when they are co-related hellipOne way
to achieve this is to exploit further
the link between teaching and
research in the design of coursesrdquo
(Brew A amp Boud D 1995)
Small Group Task pp 8-33 Consider how whether one or more of the
discipline case studies could be adapted to your context
21 Biosciences Physical Sciences and Medicine pp 7-12
22 Social Sciences pp 12-14
23 Business Law and Tourism pp 14-17
24 Geography and Environmental Studies pp 17-21
25 Archaeology and Earth Sciences pp 21-22
26 Arts Media Architecture and Performing Arts pp 22-24
27 English p p 24-25
27 History p25
28 Education and Philosophy pp 25-27
29 Interdisciplinary pp 27-29
Reporter ndash be ready to state one thing that is important about the relevance
of this case study to lsquoyourrsquo practice policyor worth saying about this
case study hellip
Task Course Design-see Annex 2 p 41
Ensure that students experience the process of
artistic and scientific productivity (Hattie and
Marsh 1996)
Group Reflection
Use the typology to examine lsquoyourrsquo current practice ndash as an
individual or member of a course team
What do you consider you are already doing effectively
What might you wish to strengthen or develop
Reporter to state ndash ONE thing worth saying to everybody here
that comes out of this task is hellip
Provisional planning
On the basis of the session so far
provisionally plan ONE intervention in your
own practicehellip
The central features are
Consider how to better ensure lsquosuccessrsquo
including recognising certain expected
difficulties
Taking this forward in your practiceDecide whom is an A and whom a B
A speaks and B listens 3 mins
What I am provisionally taking forward
into my own practice is hellip
B speaks and A listens hellip2 mins
Some suggestions I have are hellip
Now B speaks and A listens
B speaks and A listens 3 mins
What I am provisionally taking forward
into my own practice is hellip
A speaks and B listens hellip2 mins
Some suggestions I have are hellip
Disciplinary Perspectives
Why Disciplines Might Be Significant Logical Hypotheses
bull Disciplines are academic lsquocommunities of practicersquo
bull The nature ofextent of research in the discipline may varybe significant
bull The nature of the fundingorganisation of research in the discipline may
be significant
bull The nature ofrole of scholarship in the discipline may varybe significant
bull The nature of pedagogy in the discipline may be different
bull The nature of how research is taught in the discipline may be significant
bull The importance of research as taught in the discipline may be significant
bull The nature of the staff and or student culture across the discipline may be
significant
bull The importance of research to future student rolesemployability may be
significant
What is
research
Breaking new ground moving
forward exploration and
discovery
How visible is it Laboratories and machinery (ie
tools) but often behind closed
doors
Where is it
located
Out there at a higher level
Who does it Lecturers
Students experience of learning in a research environment Physics handout p 7
Source Robertson and Blackler (2006)
What is
research
Gathering information in the
world answering a question
How visible is it Most visible in the field
Where is it
located
Out there in the field
Who does it Lecturers and (increasingly over
time) students
Students experience of learning in a research environment Geography handout p 7
Source Robertson and Blackler (2006)
What is
research
Looking into gathering putting
it together a focus of interest
How visible is it Not tangibly visible but apparent
in the dialogue
Where is it
located
In the library in the head
Who does it Lecturers and students
Students experience of learning in a research environment English Handout p 7
Source Robertson and Blackler (2006)
Study of Physics and English faculty in two US institutions
In Physics the links lay in the way that undergraduates and
postgraduates could be involved in (staff) research for
much of the research was team basedthe potential and
actual links lay in the organisation of research and
pedagogy Much of the pedagogy was enquiry-based
In English the connections between research and scholarship
were strong indeed the distinctions between research
and scholarship were hard to drawThe teaching-research
connections lay more in the content of the curriculum
(Colbeck 1998)
Discuss teaching research relationships in your course team department or Faculty
Nexus rdquois a connection usually where multiple
elements meetrdquo Wikipedia
Teaching and research relations in my course
team department are like These analogies my
help
lsquolove and marriagersquo lsquo a horse and carriagersquo or
lsquostrangers in the nightrsquo (Sinatra F)
Departmental Relationships
One Research Study in UK Built Environment
departments (Urban Planning) Brookes
Sheffield Hallam Westminster and
University of West of England
Teaching was organised Research was
organised little was done to bring them
together
QAA Scotland Research Teaching Linkages httpwwwenhancementthemesacukdocumentsResearchTeachingQAA292Overview260509pdf
Areas for development
1048698 While there are wide-ranging innovative examples of practice and policy in all institutions
much of this is implicit and not systematically developed or supported
1048698 While the evidence was strong of effective examples of practice at final-year level(for example some
form of research project) institutions departments and schools need to ensure that
these research attributes are developed systematically through programmes in a
structured manner from year one
1048698 There is a sense that the issues were better understood and supported by staff heavily engaged in
teaching and not really understood or supported by those with a major focus on research
1048698 Attention needs to be given to ensuring that students are aware of and understand the
importance of research-based attributes for their future employability and success
as lifelong learners Course teams need to develop waysthat support students understanding
of these attributes and their belief in how they can aid their future employment and involvement
in civic life ( emphasis added)
Considering two case studies
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes) and Engineering at Imperial p 32
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
What that those departments done to try to bring together teaching and research
What are the similarities and the differences between their strategies
Group Task Departmental Case Studies pp 29-38
Discuss one or more of the case studies ndashand then agree on one
statement worth making as to its value to your
department(s) Faculty this institution
31 Biosciences Chemistry Medicine and Health Sciences
32 Engineering and Mathematics
33 Arts and Social Sciences
34 Geography Earth and Environmental Sciences
35 Developing research skills and academic practices
36 Re-designing Spaces
Note Annex One Linking Teaching and Research in Departments p 40
Questions and Strategies
bull Curriculum and research-based learning
bull Management organisational structure
and staffing at departmental level
bull Inclusive culture
Isssues of Multi and Interdisciplinarity
Internationally hellipfew students now do a single subject degree
Study of long term impact of a degree at Oxford Polytechnic Oxford Brookes
where students studied two subjects Selected geography students
interviewed 5101520 years after graduation
For many this was first time they had been asked to consider their overall
degree relationships between the two subjects they had studied
Jenkins A Jones L and Ward A ( 2001 ) The long -term effect of a degree on
graduate lives Studies in Higher Education 26(2)149-163
Two lsquosolutionsrsquo
Interdisciplinary seminars
Final Year Capstone Courses
httpwwwheacademyacukprojectsdetailntfs
ntfsproject_Gloucestershire10
Remember ldquoWe need to maximise the (potential) synergies and minimise the conflicts
This requires actions at a variety of levelsrdquo
Annex 1 Linking Teaching and Research in Departments
Questions and Strategies p 40
Annex 2 Strategies for Linking Teaching and Research within
Courses and Programmes p41
Annex 3 Institutional Strategies to Link Teaching and
Research A Framework p42
Annex 4 Possible strategies for national and international
organisations pp42-3
My conclusions
bull Understanding the complexity of knowledge lies at
the centre of what makes HIGHER education distinctive
bull That requires purposeful action at a variety of levels
bull In onersquos own teaching and to an extent at course team and
departmental level one does have some freedom of action And
perhaps you can in part shape your research to link with your
teaching
bull Bringing your teaching and research more effectively together can
help you balance what can be competing demands on your time and
attention
bull These issues will shape your whole careerif you are an early career
academic one needs now to focus on what is in your lsquocontrolrsquo but look
to the future hellip
A Conclusion
A Round One thing I am going to do in my own practice is hellip
One thing I am going to propose to my subject group is hellip
One thing we should do at Department Institutional level is hellip
One thing I want to say is hellip
Research Evidence
Loosely Coupled ldquoBased on this review we concluded that the common belief that
teaching and research were inextricably intertwined is an enduring myth At best
teaching and research are very loosely coupled (Hattie and Marsh 1996)
At Arms length Students at ldquoarms lengthrdquo from the worlds of university research (Brew
2006)
Individual Faculty can experience links and tensions in resolving their teaching and
research roles The context of the department discipline shapes these
relationships (Colbeck 1998)
Policy Separation lsquoheads of departments and other managers of staff time indicated
that on a managerial level it is more convenient for teaching and research
activities to be treated as separate activities On an intellectual level however
academic managers would rather perceive the two to be synergisticrsquo (Coate et al
2001 p 162)
Research evidence on impact of (selective)undergraduate research programmes
ldquoThere is growing evidence that ndash when done well ndash some programs and activities
appear to engage participants at levels that elevates their performance
across multiple engagement and desired outcomes measures such as
persistence hellip They include first-year seminars common intellectual
experiences learning communities service learning undergraduate
research study abroad and other experiences with diversity internships
and capstone courses and projectsrdquo Kuh 2008 14
ldquoCollectively the evidence shows the power of undergraduate research as a tool
for engaging minority students in authentic science in order to overcome
past societal disadvantages and develop individual talent in communities
that have not had these opportunities Whether such efforts can scale up
the point that they cumulatively foster a more diverse scientific workforce is
a bigger question whose answer remains to be seenrdquo Hunter et al 2010
chapter 8
Acting on the Research Evidence
ldquoThe aim is to increase the circumstances in which teaching and
research have occasion to meethellip
Increase the skills of staff to teach emphasizing the
construction of knowledge by students rather than the
imparting of knowledge by instructors
Ensure that students experience the process of artistic and
scientific productivity
(Hattie and Marsh 1996)
My Perspectives
bull Student lsquounderstandingrsquo of the complexity of knowledge lies at the centre of
higher education (Ron Barnett)
bull From the level of the academic the student hellip and the institution there are
tensions between teaching and research
bull We need to maximise the (potential) synergies and minimise the conflicts
bull This requires actions at a variety of levels
bull The link at undergraduate level is both most problematic and most important
bull If an institution has special roles eg researcher teacher tutor ndashthen one needs to
manage and ensure these roles are at some point linked to the benefit of students
wider society
bull There are important disciplinary lsquoprofessionalrsquo and institutional variations in
teaching research professional knowledge relations
bull Library and information technology staff can play key roles
bull Practices and policies can be adapted to different disciplinary institutional and
national contexts
Curriculum design as controlling a set of different goals forces
Healey and Jenkins argue hellip
All students in all higher education institutions should experience
learning through and about research and inquiry
We argue as does much recent US experience that such curricular
experience should and can be mainstreamed for all or many
students through a research-active curriculum We argue that
this can be achieved through structured interventions at course
team departmental institutional and national levels
(2009p3) Developing Undergraduate Research and Inquiry York
Higher Education Academy
A lsquoLanguagersquo to Help Us Examine What We Do-see handout pp 6-7
bull Research-led where students learn about research findings the
curriculum content is strongly shaped by faculty research
interestscurrent research in the discipline
bull Research-oriented where students learn about research
processes the curriculum emphasises as much the processes by
which knowledge is produced as learning knowledge that has been
achieved and faculty try to engender a research ethos through
their teaching or
bull Research-based where students learn as researchers the
curriculum is largely designed around inquiry-based activities and
the division of roles between teacher and student is minimised
bull Research tutored where students supported by staff in small
group discuss current research ( papers) in their discipline
Research-tutored
Engaging in research discussions
Research-based
Students undertaking research and inquiry
Research-led
Learning about current research in the discipline
Research-oriented
Developing research inquiry and techniques
STUDENT-FOCUSED
STUDENTS AS PARTICIPANTS
EMPHASIS ON RESEARCH CONTENT
EMPHASIS ON RESEARCH PROCESSES AND PROBLEMS
TEACHER-FOCUSED
STUDENTS AS AUDIENCE
Tasks Using that typologylanguage
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes)
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
Using the language of the handout pages 6-7 what forms of teaching research links do you see there Research led research orientated research based andor research tutored
A Key Perspective
ldquoTeaching and research are correlated
when they are co-related hellipOne way
to achieve this is to exploit further
the link between teaching and
research in the design of coursesrdquo
(Brew A amp Boud D 1995)
Small Group Task pp 8-33 Consider how whether one or more of the
discipline case studies could be adapted to your context
21 Biosciences Physical Sciences and Medicine pp 7-12
22 Social Sciences pp 12-14
23 Business Law and Tourism pp 14-17
24 Geography and Environmental Studies pp 17-21
25 Archaeology and Earth Sciences pp 21-22
26 Arts Media Architecture and Performing Arts pp 22-24
27 English p p 24-25
27 History p25
28 Education and Philosophy pp 25-27
29 Interdisciplinary pp 27-29
Reporter ndash be ready to state one thing that is important about the relevance
of this case study to lsquoyourrsquo practice policyor worth saying about this
case study hellip
Task Course Design-see Annex 2 p 41
Ensure that students experience the process of
artistic and scientific productivity (Hattie and
Marsh 1996)
Group Reflection
Use the typology to examine lsquoyourrsquo current practice ndash as an
individual or member of a course team
What do you consider you are already doing effectively
What might you wish to strengthen or develop
Reporter to state ndash ONE thing worth saying to everybody here
that comes out of this task is hellip
Provisional planning
On the basis of the session so far
provisionally plan ONE intervention in your
own practicehellip
The central features are
Consider how to better ensure lsquosuccessrsquo
including recognising certain expected
difficulties
Taking this forward in your practiceDecide whom is an A and whom a B
A speaks and B listens 3 mins
What I am provisionally taking forward
into my own practice is hellip
B speaks and A listens hellip2 mins
Some suggestions I have are hellip
Now B speaks and A listens
B speaks and A listens 3 mins
What I am provisionally taking forward
into my own practice is hellip
A speaks and B listens hellip2 mins
Some suggestions I have are hellip
Disciplinary Perspectives
Why Disciplines Might Be Significant Logical Hypotheses
bull Disciplines are academic lsquocommunities of practicersquo
bull The nature ofextent of research in the discipline may varybe significant
bull The nature of the fundingorganisation of research in the discipline may
be significant
bull The nature ofrole of scholarship in the discipline may varybe significant
bull The nature of pedagogy in the discipline may be different
bull The nature of how research is taught in the discipline may be significant
bull The importance of research as taught in the discipline may be significant
bull The nature of the staff and or student culture across the discipline may be
significant
bull The importance of research to future student rolesemployability may be
significant
What is
research
Breaking new ground moving
forward exploration and
discovery
How visible is it Laboratories and machinery (ie
tools) but often behind closed
doors
Where is it
located
Out there at a higher level
Who does it Lecturers
Students experience of learning in a research environment Physics handout p 7
Source Robertson and Blackler (2006)
What is
research
Gathering information in the
world answering a question
How visible is it Most visible in the field
Where is it
located
Out there in the field
Who does it Lecturers and (increasingly over
time) students
Students experience of learning in a research environment Geography handout p 7
Source Robertson and Blackler (2006)
What is
research
Looking into gathering putting
it together a focus of interest
How visible is it Not tangibly visible but apparent
in the dialogue
Where is it
located
In the library in the head
Who does it Lecturers and students
Students experience of learning in a research environment English Handout p 7
Source Robertson and Blackler (2006)
Study of Physics and English faculty in two US institutions
In Physics the links lay in the way that undergraduates and
postgraduates could be involved in (staff) research for
much of the research was team basedthe potential and
actual links lay in the organisation of research and
pedagogy Much of the pedagogy was enquiry-based
In English the connections between research and scholarship
were strong indeed the distinctions between research
and scholarship were hard to drawThe teaching-research
connections lay more in the content of the curriculum
(Colbeck 1998)
Discuss teaching research relationships in your course team department or Faculty
Nexus rdquois a connection usually where multiple
elements meetrdquo Wikipedia
Teaching and research relations in my course
team department are like These analogies my
help
lsquolove and marriagersquo lsquo a horse and carriagersquo or
lsquostrangers in the nightrsquo (Sinatra F)
Departmental Relationships
One Research Study in UK Built Environment
departments (Urban Planning) Brookes
Sheffield Hallam Westminster and
University of West of England
Teaching was organised Research was
organised little was done to bring them
together
QAA Scotland Research Teaching Linkages httpwwwenhancementthemesacukdocumentsResearchTeachingQAA292Overview260509pdf
Areas for development
1048698 While there are wide-ranging innovative examples of practice and policy in all institutions
much of this is implicit and not systematically developed or supported
1048698 While the evidence was strong of effective examples of practice at final-year level(for example some
form of research project) institutions departments and schools need to ensure that
these research attributes are developed systematically through programmes in a
structured manner from year one
1048698 There is a sense that the issues were better understood and supported by staff heavily engaged in
teaching and not really understood or supported by those with a major focus on research
1048698 Attention needs to be given to ensuring that students are aware of and understand the
importance of research-based attributes for their future employability and success
as lifelong learners Course teams need to develop waysthat support students understanding
of these attributes and their belief in how they can aid their future employment and involvement
in civic life ( emphasis added)
Considering two case studies
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes) and Engineering at Imperial p 32
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
What that those departments done to try to bring together teaching and research
What are the similarities and the differences between their strategies
Group Task Departmental Case Studies pp 29-38
Discuss one or more of the case studies ndashand then agree on one
statement worth making as to its value to your
department(s) Faculty this institution
31 Biosciences Chemistry Medicine and Health Sciences
32 Engineering and Mathematics
33 Arts and Social Sciences
34 Geography Earth and Environmental Sciences
35 Developing research skills and academic practices
36 Re-designing Spaces
Note Annex One Linking Teaching and Research in Departments p 40
Questions and Strategies
bull Curriculum and research-based learning
bull Management organisational structure
and staffing at departmental level
bull Inclusive culture
Isssues of Multi and Interdisciplinarity
Internationally hellipfew students now do a single subject degree
Study of long term impact of a degree at Oxford Polytechnic Oxford Brookes
where students studied two subjects Selected geography students
interviewed 5101520 years after graduation
For many this was first time they had been asked to consider their overall
degree relationships between the two subjects they had studied
Jenkins A Jones L and Ward A ( 2001 ) The long -term effect of a degree on
graduate lives Studies in Higher Education 26(2)149-163
Two lsquosolutionsrsquo
Interdisciplinary seminars
Final Year Capstone Courses
httpwwwheacademyacukprojectsdetailntfs
ntfsproject_Gloucestershire10
Remember ldquoWe need to maximise the (potential) synergies and minimise the conflicts
This requires actions at a variety of levelsrdquo
Annex 1 Linking Teaching and Research in Departments
Questions and Strategies p 40
Annex 2 Strategies for Linking Teaching and Research within
Courses and Programmes p41
Annex 3 Institutional Strategies to Link Teaching and
Research A Framework p42
Annex 4 Possible strategies for national and international
organisations pp42-3
My conclusions
bull Understanding the complexity of knowledge lies at
the centre of what makes HIGHER education distinctive
bull That requires purposeful action at a variety of levels
bull In onersquos own teaching and to an extent at course team and
departmental level one does have some freedom of action And
perhaps you can in part shape your research to link with your
teaching
bull Bringing your teaching and research more effectively together can
help you balance what can be competing demands on your time and
attention
bull These issues will shape your whole careerif you are an early career
academic one needs now to focus on what is in your lsquocontrolrsquo but look
to the future hellip
A Conclusion
A Round One thing I am going to do in my own practice is hellip
One thing I am going to propose to my subject group is hellip
One thing we should do at Department Institutional level is hellip
One thing I want to say is hellip
Research evidence on impact of (selective)undergraduate research programmes
ldquoThere is growing evidence that ndash when done well ndash some programs and activities
appear to engage participants at levels that elevates their performance
across multiple engagement and desired outcomes measures such as
persistence hellip They include first-year seminars common intellectual
experiences learning communities service learning undergraduate
research study abroad and other experiences with diversity internships
and capstone courses and projectsrdquo Kuh 2008 14
ldquoCollectively the evidence shows the power of undergraduate research as a tool
for engaging minority students in authentic science in order to overcome
past societal disadvantages and develop individual talent in communities
that have not had these opportunities Whether such efforts can scale up
the point that they cumulatively foster a more diverse scientific workforce is
a bigger question whose answer remains to be seenrdquo Hunter et al 2010
chapter 8
Acting on the Research Evidence
ldquoThe aim is to increase the circumstances in which teaching and
research have occasion to meethellip
Increase the skills of staff to teach emphasizing the
construction of knowledge by students rather than the
imparting of knowledge by instructors
Ensure that students experience the process of artistic and
scientific productivity
(Hattie and Marsh 1996)
My Perspectives
bull Student lsquounderstandingrsquo of the complexity of knowledge lies at the centre of
higher education (Ron Barnett)
bull From the level of the academic the student hellip and the institution there are
tensions between teaching and research
bull We need to maximise the (potential) synergies and minimise the conflicts
bull This requires actions at a variety of levels
bull The link at undergraduate level is both most problematic and most important
bull If an institution has special roles eg researcher teacher tutor ndashthen one needs to
manage and ensure these roles are at some point linked to the benefit of students
wider society
bull There are important disciplinary lsquoprofessionalrsquo and institutional variations in
teaching research professional knowledge relations
bull Library and information technology staff can play key roles
bull Practices and policies can be adapted to different disciplinary institutional and
national contexts
Curriculum design as controlling a set of different goals forces
Healey and Jenkins argue hellip
All students in all higher education institutions should experience
learning through and about research and inquiry
We argue as does much recent US experience that such curricular
experience should and can be mainstreamed for all or many
students through a research-active curriculum We argue that
this can be achieved through structured interventions at course
team departmental institutional and national levels
(2009p3) Developing Undergraduate Research and Inquiry York
Higher Education Academy
A lsquoLanguagersquo to Help Us Examine What We Do-see handout pp 6-7
bull Research-led where students learn about research findings the
curriculum content is strongly shaped by faculty research
interestscurrent research in the discipline
bull Research-oriented where students learn about research
processes the curriculum emphasises as much the processes by
which knowledge is produced as learning knowledge that has been
achieved and faculty try to engender a research ethos through
their teaching or
bull Research-based where students learn as researchers the
curriculum is largely designed around inquiry-based activities and
the division of roles between teacher and student is minimised
bull Research tutored where students supported by staff in small
group discuss current research ( papers) in their discipline
Research-tutored
Engaging in research discussions
Research-based
Students undertaking research and inquiry
Research-led
Learning about current research in the discipline
Research-oriented
Developing research inquiry and techniques
STUDENT-FOCUSED
STUDENTS AS PARTICIPANTS
EMPHASIS ON RESEARCH CONTENT
EMPHASIS ON RESEARCH PROCESSES AND PROBLEMS
TEACHER-FOCUSED
STUDENTS AS AUDIENCE
Tasks Using that typologylanguage
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes)
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
Using the language of the handout pages 6-7 what forms of teaching research links do you see there Research led research orientated research based andor research tutored
A Key Perspective
ldquoTeaching and research are correlated
when they are co-related hellipOne way
to achieve this is to exploit further
the link between teaching and
research in the design of coursesrdquo
(Brew A amp Boud D 1995)
Small Group Task pp 8-33 Consider how whether one or more of the
discipline case studies could be adapted to your context
21 Biosciences Physical Sciences and Medicine pp 7-12
22 Social Sciences pp 12-14
23 Business Law and Tourism pp 14-17
24 Geography and Environmental Studies pp 17-21
25 Archaeology and Earth Sciences pp 21-22
26 Arts Media Architecture and Performing Arts pp 22-24
27 English p p 24-25
27 History p25
28 Education and Philosophy pp 25-27
29 Interdisciplinary pp 27-29
Reporter ndash be ready to state one thing that is important about the relevance
of this case study to lsquoyourrsquo practice policyor worth saying about this
case study hellip
Task Course Design-see Annex 2 p 41
Ensure that students experience the process of
artistic and scientific productivity (Hattie and
Marsh 1996)
Group Reflection
Use the typology to examine lsquoyourrsquo current practice ndash as an
individual or member of a course team
What do you consider you are already doing effectively
What might you wish to strengthen or develop
Reporter to state ndash ONE thing worth saying to everybody here
that comes out of this task is hellip
Provisional planning
On the basis of the session so far
provisionally plan ONE intervention in your
own practicehellip
The central features are
Consider how to better ensure lsquosuccessrsquo
including recognising certain expected
difficulties
Taking this forward in your practiceDecide whom is an A and whom a B
A speaks and B listens 3 mins
What I am provisionally taking forward
into my own practice is hellip
B speaks and A listens hellip2 mins
Some suggestions I have are hellip
Now B speaks and A listens
B speaks and A listens 3 mins
What I am provisionally taking forward
into my own practice is hellip
A speaks and B listens hellip2 mins
Some suggestions I have are hellip
Disciplinary Perspectives
Why Disciplines Might Be Significant Logical Hypotheses
bull Disciplines are academic lsquocommunities of practicersquo
bull The nature ofextent of research in the discipline may varybe significant
bull The nature of the fundingorganisation of research in the discipline may
be significant
bull The nature ofrole of scholarship in the discipline may varybe significant
bull The nature of pedagogy in the discipline may be different
bull The nature of how research is taught in the discipline may be significant
bull The importance of research as taught in the discipline may be significant
bull The nature of the staff and or student culture across the discipline may be
significant
bull The importance of research to future student rolesemployability may be
significant
What is
research
Breaking new ground moving
forward exploration and
discovery
How visible is it Laboratories and machinery (ie
tools) but often behind closed
doors
Where is it
located
Out there at a higher level
Who does it Lecturers
Students experience of learning in a research environment Physics handout p 7
Source Robertson and Blackler (2006)
What is
research
Gathering information in the
world answering a question
How visible is it Most visible in the field
Where is it
located
Out there in the field
Who does it Lecturers and (increasingly over
time) students
Students experience of learning in a research environment Geography handout p 7
Source Robertson and Blackler (2006)
What is
research
Looking into gathering putting
it together a focus of interest
How visible is it Not tangibly visible but apparent
in the dialogue
Where is it
located
In the library in the head
Who does it Lecturers and students
Students experience of learning in a research environment English Handout p 7
Source Robertson and Blackler (2006)
Study of Physics and English faculty in two US institutions
In Physics the links lay in the way that undergraduates and
postgraduates could be involved in (staff) research for
much of the research was team basedthe potential and
actual links lay in the organisation of research and
pedagogy Much of the pedagogy was enquiry-based
In English the connections between research and scholarship
were strong indeed the distinctions between research
and scholarship were hard to drawThe teaching-research
connections lay more in the content of the curriculum
(Colbeck 1998)
Discuss teaching research relationships in your course team department or Faculty
Nexus rdquois a connection usually where multiple
elements meetrdquo Wikipedia
Teaching and research relations in my course
team department are like These analogies my
help
lsquolove and marriagersquo lsquo a horse and carriagersquo or
lsquostrangers in the nightrsquo (Sinatra F)
Departmental Relationships
One Research Study in UK Built Environment
departments (Urban Planning) Brookes
Sheffield Hallam Westminster and
University of West of England
Teaching was organised Research was
organised little was done to bring them
together
QAA Scotland Research Teaching Linkages httpwwwenhancementthemesacukdocumentsResearchTeachingQAA292Overview260509pdf
Areas for development
1048698 While there are wide-ranging innovative examples of practice and policy in all institutions
much of this is implicit and not systematically developed or supported
1048698 While the evidence was strong of effective examples of practice at final-year level(for example some
form of research project) institutions departments and schools need to ensure that
these research attributes are developed systematically through programmes in a
structured manner from year one
1048698 There is a sense that the issues were better understood and supported by staff heavily engaged in
teaching and not really understood or supported by those with a major focus on research
1048698 Attention needs to be given to ensuring that students are aware of and understand the
importance of research-based attributes for their future employability and success
as lifelong learners Course teams need to develop waysthat support students understanding
of these attributes and their belief in how they can aid their future employment and involvement
in civic life ( emphasis added)
Considering two case studies
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes) and Engineering at Imperial p 32
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
What that those departments done to try to bring together teaching and research
What are the similarities and the differences between their strategies
Group Task Departmental Case Studies pp 29-38
Discuss one or more of the case studies ndashand then agree on one
statement worth making as to its value to your
department(s) Faculty this institution
31 Biosciences Chemistry Medicine and Health Sciences
32 Engineering and Mathematics
33 Arts and Social Sciences
34 Geography Earth and Environmental Sciences
35 Developing research skills and academic practices
36 Re-designing Spaces
Note Annex One Linking Teaching and Research in Departments p 40
Questions and Strategies
bull Curriculum and research-based learning
bull Management organisational structure
and staffing at departmental level
bull Inclusive culture
Isssues of Multi and Interdisciplinarity
Internationally hellipfew students now do a single subject degree
Study of long term impact of a degree at Oxford Polytechnic Oxford Brookes
where students studied two subjects Selected geography students
interviewed 5101520 years after graduation
For many this was first time they had been asked to consider their overall
degree relationships between the two subjects they had studied
Jenkins A Jones L and Ward A ( 2001 ) The long -term effect of a degree on
graduate lives Studies in Higher Education 26(2)149-163
Two lsquosolutionsrsquo
Interdisciplinary seminars
Final Year Capstone Courses
httpwwwheacademyacukprojectsdetailntfs
ntfsproject_Gloucestershire10
Remember ldquoWe need to maximise the (potential) synergies and minimise the conflicts
This requires actions at a variety of levelsrdquo
Annex 1 Linking Teaching and Research in Departments
Questions and Strategies p 40
Annex 2 Strategies for Linking Teaching and Research within
Courses and Programmes p41
Annex 3 Institutional Strategies to Link Teaching and
Research A Framework p42
Annex 4 Possible strategies for national and international
organisations pp42-3
My conclusions
bull Understanding the complexity of knowledge lies at
the centre of what makes HIGHER education distinctive
bull That requires purposeful action at a variety of levels
bull In onersquos own teaching and to an extent at course team and
departmental level one does have some freedom of action And
perhaps you can in part shape your research to link with your
teaching
bull Bringing your teaching and research more effectively together can
help you balance what can be competing demands on your time and
attention
bull These issues will shape your whole careerif you are an early career
academic one needs now to focus on what is in your lsquocontrolrsquo but look
to the future hellip
A Conclusion
A Round One thing I am going to do in my own practice is hellip
One thing I am going to propose to my subject group is hellip
One thing we should do at Department Institutional level is hellip
One thing I want to say is hellip
Acting on the Research Evidence
ldquoThe aim is to increase the circumstances in which teaching and
research have occasion to meethellip
Increase the skills of staff to teach emphasizing the
construction of knowledge by students rather than the
imparting of knowledge by instructors
Ensure that students experience the process of artistic and
scientific productivity
(Hattie and Marsh 1996)
My Perspectives
bull Student lsquounderstandingrsquo of the complexity of knowledge lies at the centre of
higher education (Ron Barnett)
bull From the level of the academic the student hellip and the institution there are
tensions between teaching and research
bull We need to maximise the (potential) synergies and minimise the conflicts
bull This requires actions at a variety of levels
bull The link at undergraduate level is both most problematic and most important
bull If an institution has special roles eg researcher teacher tutor ndashthen one needs to
manage and ensure these roles are at some point linked to the benefit of students
wider society
bull There are important disciplinary lsquoprofessionalrsquo and institutional variations in
teaching research professional knowledge relations
bull Library and information technology staff can play key roles
bull Practices and policies can be adapted to different disciplinary institutional and
national contexts
Curriculum design as controlling a set of different goals forces
Healey and Jenkins argue hellip
All students in all higher education institutions should experience
learning through and about research and inquiry
We argue as does much recent US experience that such curricular
experience should and can be mainstreamed for all or many
students through a research-active curriculum We argue that
this can be achieved through structured interventions at course
team departmental institutional and national levels
(2009p3) Developing Undergraduate Research and Inquiry York
Higher Education Academy
A lsquoLanguagersquo to Help Us Examine What We Do-see handout pp 6-7
bull Research-led where students learn about research findings the
curriculum content is strongly shaped by faculty research
interestscurrent research in the discipline
bull Research-oriented where students learn about research
processes the curriculum emphasises as much the processes by
which knowledge is produced as learning knowledge that has been
achieved and faculty try to engender a research ethos through
their teaching or
bull Research-based where students learn as researchers the
curriculum is largely designed around inquiry-based activities and
the division of roles between teacher and student is minimised
bull Research tutored where students supported by staff in small
group discuss current research ( papers) in their discipline
Research-tutored
Engaging in research discussions
Research-based
Students undertaking research and inquiry
Research-led
Learning about current research in the discipline
Research-oriented
Developing research inquiry and techniques
STUDENT-FOCUSED
STUDENTS AS PARTICIPANTS
EMPHASIS ON RESEARCH CONTENT
EMPHASIS ON RESEARCH PROCESSES AND PROBLEMS
TEACHER-FOCUSED
STUDENTS AS AUDIENCE
Tasks Using that typologylanguage
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes)
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
Using the language of the handout pages 6-7 what forms of teaching research links do you see there Research led research orientated research based andor research tutored
A Key Perspective
ldquoTeaching and research are correlated
when they are co-related hellipOne way
to achieve this is to exploit further
the link between teaching and
research in the design of coursesrdquo
(Brew A amp Boud D 1995)
Small Group Task pp 8-33 Consider how whether one or more of the
discipline case studies could be adapted to your context
21 Biosciences Physical Sciences and Medicine pp 7-12
22 Social Sciences pp 12-14
23 Business Law and Tourism pp 14-17
24 Geography and Environmental Studies pp 17-21
25 Archaeology and Earth Sciences pp 21-22
26 Arts Media Architecture and Performing Arts pp 22-24
27 English p p 24-25
27 History p25
28 Education and Philosophy pp 25-27
29 Interdisciplinary pp 27-29
Reporter ndash be ready to state one thing that is important about the relevance
of this case study to lsquoyourrsquo practice policyor worth saying about this
case study hellip
Task Course Design-see Annex 2 p 41
Ensure that students experience the process of
artistic and scientific productivity (Hattie and
Marsh 1996)
Group Reflection
Use the typology to examine lsquoyourrsquo current practice ndash as an
individual or member of a course team
What do you consider you are already doing effectively
What might you wish to strengthen or develop
Reporter to state ndash ONE thing worth saying to everybody here
that comes out of this task is hellip
Provisional planning
On the basis of the session so far
provisionally plan ONE intervention in your
own practicehellip
The central features are
Consider how to better ensure lsquosuccessrsquo
including recognising certain expected
difficulties
Taking this forward in your practiceDecide whom is an A and whom a B
A speaks and B listens 3 mins
What I am provisionally taking forward
into my own practice is hellip
B speaks and A listens hellip2 mins
Some suggestions I have are hellip
Now B speaks and A listens
B speaks and A listens 3 mins
What I am provisionally taking forward
into my own practice is hellip
A speaks and B listens hellip2 mins
Some suggestions I have are hellip
Disciplinary Perspectives
Why Disciplines Might Be Significant Logical Hypotheses
bull Disciplines are academic lsquocommunities of practicersquo
bull The nature ofextent of research in the discipline may varybe significant
bull The nature of the fundingorganisation of research in the discipline may
be significant
bull The nature ofrole of scholarship in the discipline may varybe significant
bull The nature of pedagogy in the discipline may be different
bull The nature of how research is taught in the discipline may be significant
bull The importance of research as taught in the discipline may be significant
bull The nature of the staff and or student culture across the discipline may be
significant
bull The importance of research to future student rolesemployability may be
significant
What is
research
Breaking new ground moving
forward exploration and
discovery
How visible is it Laboratories and machinery (ie
tools) but often behind closed
doors
Where is it
located
Out there at a higher level
Who does it Lecturers
Students experience of learning in a research environment Physics handout p 7
Source Robertson and Blackler (2006)
What is
research
Gathering information in the
world answering a question
How visible is it Most visible in the field
Where is it
located
Out there in the field
Who does it Lecturers and (increasingly over
time) students
Students experience of learning in a research environment Geography handout p 7
Source Robertson and Blackler (2006)
What is
research
Looking into gathering putting
it together a focus of interest
How visible is it Not tangibly visible but apparent
in the dialogue
Where is it
located
In the library in the head
Who does it Lecturers and students
Students experience of learning in a research environment English Handout p 7
Source Robertson and Blackler (2006)
Study of Physics and English faculty in two US institutions
In Physics the links lay in the way that undergraduates and
postgraduates could be involved in (staff) research for
much of the research was team basedthe potential and
actual links lay in the organisation of research and
pedagogy Much of the pedagogy was enquiry-based
In English the connections between research and scholarship
were strong indeed the distinctions between research
and scholarship were hard to drawThe teaching-research
connections lay more in the content of the curriculum
(Colbeck 1998)
Discuss teaching research relationships in your course team department or Faculty
Nexus rdquois a connection usually where multiple
elements meetrdquo Wikipedia
Teaching and research relations in my course
team department are like These analogies my
help
lsquolove and marriagersquo lsquo a horse and carriagersquo or
lsquostrangers in the nightrsquo (Sinatra F)
Departmental Relationships
One Research Study in UK Built Environment
departments (Urban Planning) Brookes
Sheffield Hallam Westminster and
University of West of England
Teaching was organised Research was
organised little was done to bring them
together
QAA Scotland Research Teaching Linkages httpwwwenhancementthemesacukdocumentsResearchTeachingQAA292Overview260509pdf
Areas for development
1048698 While there are wide-ranging innovative examples of practice and policy in all institutions
much of this is implicit and not systematically developed or supported
1048698 While the evidence was strong of effective examples of practice at final-year level(for example some
form of research project) institutions departments and schools need to ensure that
these research attributes are developed systematically through programmes in a
structured manner from year one
1048698 There is a sense that the issues were better understood and supported by staff heavily engaged in
teaching and not really understood or supported by those with a major focus on research
1048698 Attention needs to be given to ensuring that students are aware of and understand the
importance of research-based attributes for their future employability and success
as lifelong learners Course teams need to develop waysthat support students understanding
of these attributes and their belief in how they can aid their future employment and involvement
in civic life ( emphasis added)
Considering two case studies
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes) and Engineering at Imperial p 32
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
What that those departments done to try to bring together teaching and research
What are the similarities and the differences between their strategies
Group Task Departmental Case Studies pp 29-38
Discuss one or more of the case studies ndashand then agree on one
statement worth making as to its value to your
department(s) Faculty this institution
31 Biosciences Chemistry Medicine and Health Sciences
32 Engineering and Mathematics
33 Arts and Social Sciences
34 Geography Earth and Environmental Sciences
35 Developing research skills and academic practices
36 Re-designing Spaces
Note Annex One Linking Teaching and Research in Departments p 40
Questions and Strategies
bull Curriculum and research-based learning
bull Management organisational structure
and staffing at departmental level
bull Inclusive culture
Isssues of Multi and Interdisciplinarity
Internationally hellipfew students now do a single subject degree
Study of long term impact of a degree at Oxford Polytechnic Oxford Brookes
where students studied two subjects Selected geography students
interviewed 5101520 years after graduation
For many this was first time they had been asked to consider their overall
degree relationships between the two subjects they had studied
Jenkins A Jones L and Ward A ( 2001 ) The long -term effect of a degree on
graduate lives Studies in Higher Education 26(2)149-163
Two lsquosolutionsrsquo
Interdisciplinary seminars
Final Year Capstone Courses
httpwwwheacademyacukprojectsdetailntfs
ntfsproject_Gloucestershire10
Remember ldquoWe need to maximise the (potential) synergies and minimise the conflicts
This requires actions at a variety of levelsrdquo
Annex 1 Linking Teaching and Research in Departments
Questions and Strategies p 40
Annex 2 Strategies for Linking Teaching and Research within
Courses and Programmes p41
Annex 3 Institutional Strategies to Link Teaching and
Research A Framework p42
Annex 4 Possible strategies for national and international
organisations pp42-3
My conclusions
bull Understanding the complexity of knowledge lies at
the centre of what makes HIGHER education distinctive
bull That requires purposeful action at a variety of levels
bull In onersquos own teaching and to an extent at course team and
departmental level one does have some freedom of action And
perhaps you can in part shape your research to link with your
teaching
bull Bringing your teaching and research more effectively together can
help you balance what can be competing demands on your time and
attention
bull These issues will shape your whole careerif you are an early career
academic one needs now to focus on what is in your lsquocontrolrsquo but look
to the future hellip
A Conclusion
A Round One thing I am going to do in my own practice is hellip
One thing I am going to propose to my subject group is hellip
One thing we should do at Department Institutional level is hellip
One thing I want to say is hellip
My Perspectives
bull Student lsquounderstandingrsquo of the complexity of knowledge lies at the centre of
higher education (Ron Barnett)
bull From the level of the academic the student hellip and the institution there are
tensions between teaching and research
bull We need to maximise the (potential) synergies and minimise the conflicts
bull This requires actions at a variety of levels
bull The link at undergraduate level is both most problematic and most important
bull If an institution has special roles eg researcher teacher tutor ndashthen one needs to
manage and ensure these roles are at some point linked to the benefit of students
wider society
bull There are important disciplinary lsquoprofessionalrsquo and institutional variations in
teaching research professional knowledge relations
bull Library and information technology staff can play key roles
bull Practices and policies can be adapted to different disciplinary institutional and
national contexts
Curriculum design as controlling a set of different goals forces
Healey and Jenkins argue hellip
All students in all higher education institutions should experience
learning through and about research and inquiry
We argue as does much recent US experience that such curricular
experience should and can be mainstreamed for all or many
students through a research-active curriculum We argue that
this can be achieved through structured interventions at course
team departmental institutional and national levels
(2009p3) Developing Undergraduate Research and Inquiry York
Higher Education Academy
A lsquoLanguagersquo to Help Us Examine What We Do-see handout pp 6-7
bull Research-led where students learn about research findings the
curriculum content is strongly shaped by faculty research
interestscurrent research in the discipline
bull Research-oriented where students learn about research
processes the curriculum emphasises as much the processes by
which knowledge is produced as learning knowledge that has been
achieved and faculty try to engender a research ethos through
their teaching or
bull Research-based where students learn as researchers the
curriculum is largely designed around inquiry-based activities and
the division of roles between teacher and student is minimised
bull Research tutored where students supported by staff in small
group discuss current research ( papers) in their discipline
Research-tutored
Engaging in research discussions
Research-based
Students undertaking research and inquiry
Research-led
Learning about current research in the discipline
Research-oriented
Developing research inquiry and techniques
STUDENT-FOCUSED
STUDENTS AS PARTICIPANTS
EMPHASIS ON RESEARCH CONTENT
EMPHASIS ON RESEARCH PROCESSES AND PROBLEMS
TEACHER-FOCUSED
STUDENTS AS AUDIENCE
Tasks Using that typologylanguage
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes)
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
Using the language of the handout pages 6-7 what forms of teaching research links do you see there Research led research orientated research based andor research tutored
A Key Perspective
ldquoTeaching and research are correlated
when they are co-related hellipOne way
to achieve this is to exploit further
the link between teaching and
research in the design of coursesrdquo
(Brew A amp Boud D 1995)
Small Group Task pp 8-33 Consider how whether one or more of the
discipline case studies could be adapted to your context
21 Biosciences Physical Sciences and Medicine pp 7-12
22 Social Sciences pp 12-14
23 Business Law and Tourism pp 14-17
24 Geography and Environmental Studies pp 17-21
25 Archaeology and Earth Sciences pp 21-22
26 Arts Media Architecture and Performing Arts pp 22-24
27 English p p 24-25
27 History p25
28 Education and Philosophy pp 25-27
29 Interdisciplinary pp 27-29
Reporter ndash be ready to state one thing that is important about the relevance
of this case study to lsquoyourrsquo practice policyor worth saying about this
case study hellip
Task Course Design-see Annex 2 p 41
Ensure that students experience the process of
artistic and scientific productivity (Hattie and
Marsh 1996)
Group Reflection
Use the typology to examine lsquoyourrsquo current practice ndash as an
individual or member of a course team
What do you consider you are already doing effectively
What might you wish to strengthen or develop
Reporter to state ndash ONE thing worth saying to everybody here
that comes out of this task is hellip
Provisional planning
On the basis of the session so far
provisionally plan ONE intervention in your
own practicehellip
The central features are
Consider how to better ensure lsquosuccessrsquo
including recognising certain expected
difficulties
Taking this forward in your practiceDecide whom is an A and whom a B
A speaks and B listens 3 mins
What I am provisionally taking forward
into my own practice is hellip
B speaks and A listens hellip2 mins
Some suggestions I have are hellip
Now B speaks and A listens
B speaks and A listens 3 mins
What I am provisionally taking forward
into my own practice is hellip
A speaks and B listens hellip2 mins
Some suggestions I have are hellip
Disciplinary Perspectives
Why Disciplines Might Be Significant Logical Hypotheses
bull Disciplines are academic lsquocommunities of practicersquo
bull The nature ofextent of research in the discipline may varybe significant
bull The nature of the fundingorganisation of research in the discipline may
be significant
bull The nature ofrole of scholarship in the discipline may varybe significant
bull The nature of pedagogy in the discipline may be different
bull The nature of how research is taught in the discipline may be significant
bull The importance of research as taught in the discipline may be significant
bull The nature of the staff and or student culture across the discipline may be
significant
bull The importance of research to future student rolesemployability may be
significant
What is
research
Breaking new ground moving
forward exploration and
discovery
How visible is it Laboratories and machinery (ie
tools) but often behind closed
doors
Where is it
located
Out there at a higher level
Who does it Lecturers
Students experience of learning in a research environment Physics handout p 7
Source Robertson and Blackler (2006)
What is
research
Gathering information in the
world answering a question
How visible is it Most visible in the field
Where is it
located
Out there in the field
Who does it Lecturers and (increasingly over
time) students
Students experience of learning in a research environment Geography handout p 7
Source Robertson and Blackler (2006)
What is
research
Looking into gathering putting
it together a focus of interest
How visible is it Not tangibly visible but apparent
in the dialogue
Where is it
located
In the library in the head
Who does it Lecturers and students
Students experience of learning in a research environment English Handout p 7
Source Robertson and Blackler (2006)
Study of Physics and English faculty in two US institutions
In Physics the links lay in the way that undergraduates and
postgraduates could be involved in (staff) research for
much of the research was team basedthe potential and
actual links lay in the organisation of research and
pedagogy Much of the pedagogy was enquiry-based
In English the connections between research and scholarship
were strong indeed the distinctions between research
and scholarship were hard to drawThe teaching-research
connections lay more in the content of the curriculum
(Colbeck 1998)
Discuss teaching research relationships in your course team department or Faculty
Nexus rdquois a connection usually where multiple
elements meetrdquo Wikipedia
Teaching and research relations in my course
team department are like These analogies my
help
lsquolove and marriagersquo lsquo a horse and carriagersquo or
lsquostrangers in the nightrsquo (Sinatra F)
Departmental Relationships
One Research Study in UK Built Environment
departments (Urban Planning) Brookes
Sheffield Hallam Westminster and
University of West of England
Teaching was organised Research was
organised little was done to bring them
together
QAA Scotland Research Teaching Linkages httpwwwenhancementthemesacukdocumentsResearchTeachingQAA292Overview260509pdf
Areas for development
1048698 While there are wide-ranging innovative examples of practice and policy in all institutions
much of this is implicit and not systematically developed or supported
1048698 While the evidence was strong of effective examples of practice at final-year level(for example some
form of research project) institutions departments and schools need to ensure that
these research attributes are developed systematically through programmes in a
structured manner from year one
1048698 There is a sense that the issues were better understood and supported by staff heavily engaged in
teaching and not really understood or supported by those with a major focus on research
1048698 Attention needs to be given to ensuring that students are aware of and understand the
importance of research-based attributes for their future employability and success
as lifelong learners Course teams need to develop waysthat support students understanding
of these attributes and their belief in how they can aid their future employment and involvement
in civic life ( emphasis added)
Considering two case studies
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes) and Engineering at Imperial p 32
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
What that those departments done to try to bring together teaching and research
What are the similarities and the differences between their strategies
Group Task Departmental Case Studies pp 29-38
Discuss one or more of the case studies ndashand then agree on one
statement worth making as to its value to your
department(s) Faculty this institution
31 Biosciences Chemistry Medicine and Health Sciences
32 Engineering and Mathematics
33 Arts and Social Sciences
34 Geography Earth and Environmental Sciences
35 Developing research skills and academic practices
36 Re-designing Spaces
Note Annex One Linking Teaching and Research in Departments p 40
Questions and Strategies
bull Curriculum and research-based learning
bull Management organisational structure
and staffing at departmental level
bull Inclusive culture
Isssues of Multi and Interdisciplinarity
Internationally hellipfew students now do a single subject degree
Study of long term impact of a degree at Oxford Polytechnic Oxford Brookes
where students studied two subjects Selected geography students
interviewed 5101520 years after graduation
For many this was first time they had been asked to consider their overall
degree relationships between the two subjects they had studied
Jenkins A Jones L and Ward A ( 2001 ) The long -term effect of a degree on
graduate lives Studies in Higher Education 26(2)149-163
Two lsquosolutionsrsquo
Interdisciplinary seminars
Final Year Capstone Courses
httpwwwheacademyacukprojectsdetailntfs
ntfsproject_Gloucestershire10
Remember ldquoWe need to maximise the (potential) synergies and minimise the conflicts
This requires actions at a variety of levelsrdquo
Annex 1 Linking Teaching and Research in Departments
Questions and Strategies p 40
Annex 2 Strategies for Linking Teaching and Research within
Courses and Programmes p41
Annex 3 Institutional Strategies to Link Teaching and
Research A Framework p42
Annex 4 Possible strategies for national and international
organisations pp42-3
My conclusions
bull Understanding the complexity of knowledge lies at
the centre of what makes HIGHER education distinctive
bull That requires purposeful action at a variety of levels
bull In onersquos own teaching and to an extent at course team and
departmental level one does have some freedom of action And
perhaps you can in part shape your research to link with your
teaching
bull Bringing your teaching and research more effectively together can
help you balance what can be competing demands on your time and
attention
bull These issues will shape your whole careerif you are an early career
academic one needs now to focus on what is in your lsquocontrolrsquo but look
to the future hellip
A Conclusion
A Round One thing I am going to do in my own practice is hellip
One thing I am going to propose to my subject group is hellip
One thing we should do at Department Institutional level is hellip
One thing I want to say is hellip
Curriculum design as controlling a set of different goals forces
Healey and Jenkins argue hellip
All students in all higher education institutions should experience
learning through and about research and inquiry
We argue as does much recent US experience that such curricular
experience should and can be mainstreamed for all or many
students through a research-active curriculum We argue that
this can be achieved through structured interventions at course
team departmental institutional and national levels
(2009p3) Developing Undergraduate Research and Inquiry York
Higher Education Academy
A lsquoLanguagersquo to Help Us Examine What We Do-see handout pp 6-7
bull Research-led where students learn about research findings the
curriculum content is strongly shaped by faculty research
interestscurrent research in the discipline
bull Research-oriented where students learn about research
processes the curriculum emphasises as much the processes by
which knowledge is produced as learning knowledge that has been
achieved and faculty try to engender a research ethos through
their teaching or
bull Research-based where students learn as researchers the
curriculum is largely designed around inquiry-based activities and
the division of roles between teacher and student is minimised
bull Research tutored where students supported by staff in small
group discuss current research ( papers) in their discipline
Research-tutored
Engaging in research discussions
Research-based
Students undertaking research and inquiry
Research-led
Learning about current research in the discipline
Research-oriented
Developing research inquiry and techniques
STUDENT-FOCUSED
STUDENTS AS PARTICIPANTS
EMPHASIS ON RESEARCH CONTENT
EMPHASIS ON RESEARCH PROCESSES AND PROBLEMS
TEACHER-FOCUSED
STUDENTS AS AUDIENCE
Tasks Using that typologylanguage
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes)
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
Using the language of the handout pages 6-7 what forms of teaching research links do you see there Research led research orientated research based andor research tutored
A Key Perspective
ldquoTeaching and research are correlated
when they are co-related hellipOne way
to achieve this is to exploit further
the link between teaching and
research in the design of coursesrdquo
(Brew A amp Boud D 1995)
Small Group Task pp 8-33 Consider how whether one or more of the
discipline case studies could be adapted to your context
21 Biosciences Physical Sciences and Medicine pp 7-12
22 Social Sciences pp 12-14
23 Business Law and Tourism pp 14-17
24 Geography and Environmental Studies pp 17-21
25 Archaeology and Earth Sciences pp 21-22
26 Arts Media Architecture and Performing Arts pp 22-24
27 English p p 24-25
27 History p25
28 Education and Philosophy pp 25-27
29 Interdisciplinary pp 27-29
Reporter ndash be ready to state one thing that is important about the relevance
of this case study to lsquoyourrsquo practice policyor worth saying about this
case study hellip
Task Course Design-see Annex 2 p 41
Ensure that students experience the process of
artistic and scientific productivity (Hattie and
Marsh 1996)
Group Reflection
Use the typology to examine lsquoyourrsquo current practice ndash as an
individual or member of a course team
What do you consider you are already doing effectively
What might you wish to strengthen or develop
Reporter to state ndash ONE thing worth saying to everybody here
that comes out of this task is hellip
Provisional planning
On the basis of the session so far
provisionally plan ONE intervention in your
own practicehellip
The central features are
Consider how to better ensure lsquosuccessrsquo
including recognising certain expected
difficulties
Taking this forward in your practiceDecide whom is an A and whom a B
A speaks and B listens 3 mins
What I am provisionally taking forward
into my own practice is hellip
B speaks and A listens hellip2 mins
Some suggestions I have are hellip
Now B speaks and A listens
B speaks and A listens 3 mins
What I am provisionally taking forward
into my own practice is hellip
A speaks and B listens hellip2 mins
Some suggestions I have are hellip
Disciplinary Perspectives
Why Disciplines Might Be Significant Logical Hypotheses
bull Disciplines are academic lsquocommunities of practicersquo
bull The nature ofextent of research in the discipline may varybe significant
bull The nature of the fundingorganisation of research in the discipline may
be significant
bull The nature ofrole of scholarship in the discipline may varybe significant
bull The nature of pedagogy in the discipline may be different
bull The nature of how research is taught in the discipline may be significant
bull The importance of research as taught in the discipline may be significant
bull The nature of the staff and or student culture across the discipline may be
significant
bull The importance of research to future student rolesemployability may be
significant
What is
research
Breaking new ground moving
forward exploration and
discovery
How visible is it Laboratories and machinery (ie
tools) but often behind closed
doors
Where is it
located
Out there at a higher level
Who does it Lecturers
Students experience of learning in a research environment Physics handout p 7
Source Robertson and Blackler (2006)
What is
research
Gathering information in the
world answering a question
How visible is it Most visible in the field
Where is it
located
Out there in the field
Who does it Lecturers and (increasingly over
time) students
Students experience of learning in a research environment Geography handout p 7
Source Robertson and Blackler (2006)
What is
research
Looking into gathering putting
it together a focus of interest
How visible is it Not tangibly visible but apparent
in the dialogue
Where is it
located
In the library in the head
Who does it Lecturers and students
Students experience of learning in a research environment English Handout p 7
Source Robertson and Blackler (2006)
Study of Physics and English faculty in two US institutions
In Physics the links lay in the way that undergraduates and
postgraduates could be involved in (staff) research for
much of the research was team basedthe potential and
actual links lay in the organisation of research and
pedagogy Much of the pedagogy was enquiry-based
In English the connections between research and scholarship
were strong indeed the distinctions between research
and scholarship were hard to drawThe teaching-research
connections lay more in the content of the curriculum
(Colbeck 1998)
Discuss teaching research relationships in your course team department or Faculty
Nexus rdquois a connection usually where multiple
elements meetrdquo Wikipedia
Teaching and research relations in my course
team department are like These analogies my
help
lsquolove and marriagersquo lsquo a horse and carriagersquo or
lsquostrangers in the nightrsquo (Sinatra F)
Departmental Relationships
One Research Study in UK Built Environment
departments (Urban Planning) Brookes
Sheffield Hallam Westminster and
University of West of England
Teaching was organised Research was
organised little was done to bring them
together
QAA Scotland Research Teaching Linkages httpwwwenhancementthemesacukdocumentsResearchTeachingQAA292Overview260509pdf
Areas for development
1048698 While there are wide-ranging innovative examples of practice and policy in all institutions
much of this is implicit and not systematically developed or supported
1048698 While the evidence was strong of effective examples of practice at final-year level(for example some
form of research project) institutions departments and schools need to ensure that
these research attributes are developed systematically through programmes in a
structured manner from year one
1048698 There is a sense that the issues were better understood and supported by staff heavily engaged in
teaching and not really understood or supported by those with a major focus on research
1048698 Attention needs to be given to ensuring that students are aware of and understand the
importance of research-based attributes for their future employability and success
as lifelong learners Course teams need to develop waysthat support students understanding
of these attributes and their belief in how they can aid their future employment and involvement
in civic life ( emphasis added)
Considering two case studies
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes) and Engineering at Imperial p 32
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
What that those departments done to try to bring together teaching and research
What are the similarities and the differences between their strategies
Group Task Departmental Case Studies pp 29-38
Discuss one or more of the case studies ndashand then agree on one
statement worth making as to its value to your
department(s) Faculty this institution
31 Biosciences Chemistry Medicine and Health Sciences
32 Engineering and Mathematics
33 Arts and Social Sciences
34 Geography Earth and Environmental Sciences
35 Developing research skills and academic practices
36 Re-designing Spaces
Note Annex One Linking Teaching and Research in Departments p 40
Questions and Strategies
bull Curriculum and research-based learning
bull Management organisational structure
and staffing at departmental level
bull Inclusive culture
Isssues of Multi and Interdisciplinarity
Internationally hellipfew students now do a single subject degree
Study of long term impact of a degree at Oxford Polytechnic Oxford Brookes
where students studied two subjects Selected geography students
interviewed 5101520 years after graduation
For many this was first time they had been asked to consider their overall
degree relationships between the two subjects they had studied
Jenkins A Jones L and Ward A ( 2001 ) The long -term effect of a degree on
graduate lives Studies in Higher Education 26(2)149-163
Two lsquosolutionsrsquo
Interdisciplinary seminars
Final Year Capstone Courses
httpwwwheacademyacukprojectsdetailntfs
ntfsproject_Gloucestershire10
Remember ldquoWe need to maximise the (potential) synergies and minimise the conflicts
This requires actions at a variety of levelsrdquo
Annex 1 Linking Teaching and Research in Departments
Questions and Strategies p 40
Annex 2 Strategies for Linking Teaching and Research within
Courses and Programmes p41
Annex 3 Institutional Strategies to Link Teaching and
Research A Framework p42
Annex 4 Possible strategies for national and international
organisations pp42-3
My conclusions
bull Understanding the complexity of knowledge lies at
the centre of what makes HIGHER education distinctive
bull That requires purposeful action at a variety of levels
bull In onersquos own teaching and to an extent at course team and
departmental level one does have some freedom of action And
perhaps you can in part shape your research to link with your
teaching
bull Bringing your teaching and research more effectively together can
help you balance what can be competing demands on your time and
attention
bull These issues will shape your whole careerif you are an early career
academic one needs now to focus on what is in your lsquocontrolrsquo but look
to the future hellip
A Conclusion
A Round One thing I am going to do in my own practice is hellip
One thing I am going to propose to my subject group is hellip
One thing we should do at Department Institutional level is hellip
One thing I want to say is hellip
Healey and Jenkins argue hellip
All students in all higher education institutions should experience
learning through and about research and inquiry
We argue as does much recent US experience that such curricular
experience should and can be mainstreamed for all or many
students through a research-active curriculum We argue that
this can be achieved through structured interventions at course
team departmental institutional and national levels
(2009p3) Developing Undergraduate Research and Inquiry York
Higher Education Academy
A lsquoLanguagersquo to Help Us Examine What We Do-see handout pp 6-7
bull Research-led where students learn about research findings the
curriculum content is strongly shaped by faculty research
interestscurrent research in the discipline
bull Research-oriented where students learn about research
processes the curriculum emphasises as much the processes by
which knowledge is produced as learning knowledge that has been
achieved and faculty try to engender a research ethos through
their teaching or
bull Research-based where students learn as researchers the
curriculum is largely designed around inquiry-based activities and
the division of roles between teacher and student is minimised
bull Research tutored where students supported by staff in small
group discuss current research ( papers) in their discipline
Research-tutored
Engaging in research discussions
Research-based
Students undertaking research and inquiry
Research-led
Learning about current research in the discipline
Research-oriented
Developing research inquiry and techniques
STUDENT-FOCUSED
STUDENTS AS PARTICIPANTS
EMPHASIS ON RESEARCH CONTENT
EMPHASIS ON RESEARCH PROCESSES AND PROBLEMS
TEACHER-FOCUSED
STUDENTS AS AUDIENCE
Tasks Using that typologylanguage
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes)
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
Using the language of the handout pages 6-7 what forms of teaching research links do you see there Research led research orientated research based andor research tutored
A Key Perspective
ldquoTeaching and research are correlated
when they are co-related hellipOne way
to achieve this is to exploit further
the link between teaching and
research in the design of coursesrdquo
(Brew A amp Boud D 1995)
Small Group Task pp 8-33 Consider how whether one or more of the
discipline case studies could be adapted to your context
21 Biosciences Physical Sciences and Medicine pp 7-12
22 Social Sciences pp 12-14
23 Business Law and Tourism pp 14-17
24 Geography and Environmental Studies pp 17-21
25 Archaeology and Earth Sciences pp 21-22
26 Arts Media Architecture and Performing Arts pp 22-24
27 English p p 24-25
27 History p25
28 Education and Philosophy pp 25-27
29 Interdisciplinary pp 27-29
Reporter ndash be ready to state one thing that is important about the relevance
of this case study to lsquoyourrsquo practice policyor worth saying about this
case study hellip
Task Course Design-see Annex 2 p 41
Ensure that students experience the process of
artistic and scientific productivity (Hattie and
Marsh 1996)
Group Reflection
Use the typology to examine lsquoyourrsquo current practice ndash as an
individual or member of a course team
What do you consider you are already doing effectively
What might you wish to strengthen or develop
Reporter to state ndash ONE thing worth saying to everybody here
that comes out of this task is hellip
Provisional planning
On the basis of the session so far
provisionally plan ONE intervention in your
own practicehellip
The central features are
Consider how to better ensure lsquosuccessrsquo
including recognising certain expected
difficulties
Taking this forward in your practiceDecide whom is an A and whom a B
A speaks and B listens 3 mins
What I am provisionally taking forward
into my own practice is hellip
B speaks and A listens hellip2 mins
Some suggestions I have are hellip
Now B speaks and A listens
B speaks and A listens 3 mins
What I am provisionally taking forward
into my own practice is hellip
A speaks and B listens hellip2 mins
Some suggestions I have are hellip
Disciplinary Perspectives
Why Disciplines Might Be Significant Logical Hypotheses
bull Disciplines are academic lsquocommunities of practicersquo
bull The nature ofextent of research in the discipline may varybe significant
bull The nature of the fundingorganisation of research in the discipline may
be significant
bull The nature ofrole of scholarship in the discipline may varybe significant
bull The nature of pedagogy in the discipline may be different
bull The nature of how research is taught in the discipline may be significant
bull The importance of research as taught in the discipline may be significant
bull The nature of the staff and or student culture across the discipline may be
significant
bull The importance of research to future student rolesemployability may be
significant
What is
research
Breaking new ground moving
forward exploration and
discovery
How visible is it Laboratories and machinery (ie
tools) but often behind closed
doors
Where is it
located
Out there at a higher level
Who does it Lecturers
Students experience of learning in a research environment Physics handout p 7
Source Robertson and Blackler (2006)
What is
research
Gathering information in the
world answering a question
How visible is it Most visible in the field
Where is it
located
Out there in the field
Who does it Lecturers and (increasingly over
time) students
Students experience of learning in a research environment Geography handout p 7
Source Robertson and Blackler (2006)
What is
research
Looking into gathering putting
it together a focus of interest
How visible is it Not tangibly visible but apparent
in the dialogue
Where is it
located
In the library in the head
Who does it Lecturers and students
Students experience of learning in a research environment English Handout p 7
Source Robertson and Blackler (2006)
Study of Physics and English faculty in two US institutions
In Physics the links lay in the way that undergraduates and
postgraduates could be involved in (staff) research for
much of the research was team basedthe potential and
actual links lay in the organisation of research and
pedagogy Much of the pedagogy was enquiry-based
In English the connections between research and scholarship
were strong indeed the distinctions between research
and scholarship were hard to drawThe teaching-research
connections lay more in the content of the curriculum
(Colbeck 1998)
Discuss teaching research relationships in your course team department or Faculty
Nexus rdquois a connection usually where multiple
elements meetrdquo Wikipedia
Teaching and research relations in my course
team department are like These analogies my
help
lsquolove and marriagersquo lsquo a horse and carriagersquo or
lsquostrangers in the nightrsquo (Sinatra F)
Departmental Relationships
One Research Study in UK Built Environment
departments (Urban Planning) Brookes
Sheffield Hallam Westminster and
University of West of England
Teaching was organised Research was
organised little was done to bring them
together
QAA Scotland Research Teaching Linkages httpwwwenhancementthemesacukdocumentsResearchTeachingQAA292Overview260509pdf
Areas for development
1048698 While there are wide-ranging innovative examples of practice and policy in all institutions
much of this is implicit and not systematically developed or supported
1048698 While the evidence was strong of effective examples of practice at final-year level(for example some
form of research project) institutions departments and schools need to ensure that
these research attributes are developed systematically through programmes in a
structured manner from year one
1048698 There is a sense that the issues were better understood and supported by staff heavily engaged in
teaching and not really understood or supported by those with a major focus on research
1048698 Attention needs to be given to ensuring that students are aware of and understand the
importance of research-based attributes for their future employability and success
as lifelong learners Course teams need to develop waysthat support students understanding
of these attributes and their belief in how they can aid their future employment and involvement
in civic life ( emphasis added)
Considering two case studies
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes) and Engineering at Imperial p 32
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
What that those departments done to try to bring together teaching and research
What are the similarities and the differences between their strategies
Group Task Departmental Case Studies pp 29-38
Discuss one or more of the case studies ndashand then agree on one
statement worth making as to its value to your
department(s) Faculty this institution
31 Biosciences Chemistry Medicine and Health Sciences
32 Engineering and Mathematics
33 Arts and Social Sciences
34 Geography Earth and Environmental Sciences
35 Developing research skills and academic practices
36 Re-designing Spaces
Note Annex One Linking Teaching and Research in Departments p 40
Questions and Strategies
bull Curriculum and research-based learning
bull Management organisational structure
and staffing at departmental level
bull Inclusive culture
Isssues of Multi and Interdisciplinarity
Internationally hellipfew students now do a single subject degree
Study of long term impact of a degree at Oxford Polytechnic Oxford Brookes
where students studied two subjects Selected geography students
interviewed 5101520 years after graduation
For many this was first time they had been asked to consider their overall
degree relationships between the two subjects they had studied
Jenkins A Jones L and Ward A ( 2001 ) The long -term effect of a degree on
graduate lives Studies in Higher Education 26(2)149-163
Two lsquosolutionsrsquo
Interdisciplinary seminars
Final Year Capstone Courses
httpwwwheacademyacukprojectsdetailntfs
ntfsproject_Gloucestershire10
Remember ldquoWe need to maximise the (potential) synergies and minimise the conflicts
This requires actions at a variety of levelsrdquo
Annex 1 Linking Teaching and Research in Departments
Questions and Strategies p 40
Annex 2 Strategies for Linking Teaching and Research within
Courses and Programmes p41
Annex 3 Institutional Strategies to Link Teaching and
Research A Framework p42
Annex 4 Possible strategies for national and international
organisations pp42-3
My conclusions
bull Understanding the complexity of knowledge lies at
the centre of what makes HIGHER education distinctive
bull That requires purposeful action at a variety of levels
bull In onersquos own teaching and to an extent at course team and
departmental level one does have some freedom of action And
perhaps you can in part shape your research to link with your
teaching
bull Bringing your teaching and research more effectively together can
help you balance what can be competing demands on your time and
attention
bull These issues will shape your whole careerif you are an early career
academic one needs now to focus on what is in your lsquocontrolrsquo but look
to the future hellip
A Conclusion
A Round One thing I am going to do in my own practice is hellip
One thing I am going to propose to my subject group is hellip
One thing we should do at Department Institutional level is hellip
One thing I want to say is hellip
A lsquoLanguagersquo to Help Us Examine What We Do-see handout pp 6-7
bull Research-led where students learn about research findings the
curriculum content is strongly shaped by faculty research
interestscurrent research in the discipline
bull Research-oriented where students learn about research
processes the curriculum emphasises as much the processes by
which knowledge is produced as learning knowledge that has been
achieved and faculty try to engender a research ethos through
their teaching or
bull Research-based where students learn as researchers the
curriculum is largely designed around inquiry-based activities and
the division of roles between teacher and student is minimised
bull Research tutored where students supported by staff in small
group discuss current research ( papers) in their discipline
Research-tutored
Engaging in research discussions
Research-based
Students undertaking research and inquiry
Research-led
Learning about current research in the discipline
Research-oriented
Developing research inquiry and techniques
STUDENT-FOCUSED
STUDENTS AS PARTICIPANTS
EMPHASIS ON RESEARCH CONTENT
EMPHASIS ON RESEARCH PROCESSES AND PROBLEMS
TEACHER-FOCUSED
STUDENTS AS AUDIENCE
Tasks Using that typologylanguage
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes)
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
Using the language of the handout pages 6-7 what forms of teaching research links do you see there Research led research orientated research based andor research tutored
A Key Perspective
ldquoTeaching and research are correlated
when they are co-related hellipOne way
to achieve this is to exploit further
the link between teaching and
research in the design of coursesrdquo
(Brew A amp Boud D 1995)
Small Group Task pp 8-33 Consider how whether one or more of the
discipline case studies could be adapted to your context
21 Biosciences Physical Sciences and Medicine pp 7-12
22 Social Sciences pp 12-14
23 Business Law and Tourism pp 14-17
24 Geography and Environmental Studies pp 17-21
25 Archaeology and Earth Sciences pp 21-22
26 Arts Media Architecture and Performing Arts pp 22-24
27 English p p 24-25
27 History p25
28 Education and Philosophy pp 25-27
29 Interdisciplinary pp 27-29
Reporter ndash be ready to state one thing that is important about the relevance
of this case study to lsquoyourrsquo practice policyor worth saying about this
case study hellip
Task Course Design-see Annex 2 p 41
Ensure that students experience the process of
artistic and scientific productivity (Hattie and
Marsh 1996)
Group Reflection
Use the typology to examine lsquoyourrsquo current practice ndash as an
individual or member of a course team
What do you consider you are already doing effectively
What might you wish to strengthen or develop
Reporter to state ndash ONE thing worth saying to everybody here
that comes out of this task is hellip
Provisional planning
On the basis of the session so far
provisionally plan ONE intervention in your
own practicehellip
The central features are
Consider how to better ensure lsquosuccessrsquo
including recognising certain expected
difficulties
Taking this forward in your practiceDecide whom is an A and whom a B
A speaks and B listens 3 mins
What I am provisionally taking forward
into my own practice is hellip
B speaks and A listens hellip2 mins
Some suggestions I have are hellip
Now B speaks and A listens
B speaks and A listens 3 mins
What I am provisionally taking forward
into my own practice is hellip
A speaks and B listens hellip2 mins
Some suggestions I have are hellip
Disciplinary Perspectives
Why Disciplines Might Be Significant Logical Hypotheses
bull Disciplines are academic lsquocommunities of practicersquo
bull The nature ofextent of research in the discipline may varybe significant
bull The nature of the fundingorganisation of research in the discipline may
be significant
bull The nature ofrole of scholarship in the discipline may varybe significant
bull The nature of pedagogy in the discipline may be different
bull The nature of how research is taught in the discipline may be significant
bull The importance of research as taught in the discipline may be significant
bull The nature of the staff and or student culture across the discipline may be
significant
bull The importance of research to future student rolesemployability may be
significant
What is
research
Breaking new ground moving
forward exploration and
discovery
How visible is it Laboratories and machinery (ie
tools) but often behind closed
doors
Where is it
located
Out there at a higher level
Who does it Lecturers
Students experience of learning in a research environment Physics handout p 7
Source Robertson and Blackler (2006)
What is
research
Gathering information in the
world answering a question
How visible is it Most visible in the field
Where is it
located
Out there in the field
Who does it Lecturers and (increasingly over
time) students
Students experience of learning in a research environment Geography handout p 7
Source Robertson and Blackler (2006)
What is
research
Looking into gathering putting
it together a focus of interest
How visible is it Not tangibly visible but apparent
in the dialogue
Where is it
located
In the library in the head
Who does it Lecturers and students
Students experience of learning in a research environment English Handout p 7
Source Robertson and Blackler (2006)
Study of Physics and English faculty in two US institutions
In Physics the links lay in the way that undergraduates and
postgraduates could be involved in (staff) research for
much of the research was team basedthe potential and
actual links lay in the organisation of research and
pedagogy Much of the pedagogy was enquiry-based
In English the connections between research and scholarship
were strong indeed the distinctions between research
and scholarship were hard to drawThe teaching-research
connections lay more in the content of the curriculum
(Colbeck 1998)
Discuss teaching research relationships in your course team department or Faculty
Nexus rdquois a connection usually where multiple
elements meetrdquo Wikipedia
Teaching and research relations in my course
team department are like These analogies my
help
lsquolove and marriagersquo lsquo a horse and carriagersquo or
lsquostrangers in the nightrsquo (Sinatra F)
Departmental Relationships
One Research Study in UK Built Environment
departments (Urban Planning) Brookes
Sheffield Hallam Westminster and
University of West of England
Teaching was organised Research was
organised little was done to bring them
together
QAA Scotland Research Teaching Linkages httpwwwenhancementthemesacukdocumentsResearchTeachingQAA292Overview260509pdf
Areas for development
1048698 While there are wide-ranging innovative examples of practice and policy in all institutions
much of this is implicit and not systematically developed or supported
1048698 While the evidence was strong of effective examples of practice at final-year level(for example some
form of research project) institutions departments and schools need to ensure that
these research attributes are developed systematically through programmes in a
structured manner from year one
1048698 There is a sense that the issues were better understood and supported by staff heavily engaged in
teaching and not really understood or supported by those with a major focus on research
1048698 Attention needs to be given to ensuring that students are aware of and understand the
importance of research-based attributes for their future employability and success
as lifelong learners Course teams need to develop waysthat support students understanding
of these attributes and their belief in how they can aid their future employment and involvement
in civic life ( emphasis added)
Considering two case studies
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes) and Engineering at Imperial p 32
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
What that those departments done to try to bring together teaching and research
What are the similarities and the differences between their strategies
Group Task Departmental Case Studies pp 29-38
Discuss one or more of the case studies ndashand then agree on one
statement worth making as to its value to your
department(s) Faculty this institution
31 Biosciences Chemistry Medicine and Health Sciences
32 Engineering and Mathematics
33 Arts and Social Sciences
34 Geography Earth and Environmental Sciences
35 Developing research skills and academic practices
36 Re-designing Spaces
Note Annex One Linking Teaching and Research in Departments p 40
Questions and Strategies
bull Curriculum and research-based learning
bull Management organisational structure
and staffing at departmental level
bull Inclusive culture
Isssues of Multi and Interdisciplinarity
Internationally hellipfew students now do a single subject degree
Study of long term impact of a degree at Oxford Polytechnic Oxford Brookes
where students studied two subjects Selected geography students
interviewed 5101520 years after graduation
For many this was first time they had been asked to consider their overall
degree relationships between the two subjects they had studied
Jenkins A Jones L and Ward A ( 2001 ) The long -term effect of a degree on
graduate lives Studies in Higher Education 26(2)149-163
Two lsquosolutionsrsquo
Interdisciplinary seminars
Final Year Capstone Courses
httpwwwheacademyacukprojectsdetailntfs
ntfsproject_Gloucestershire10
Remember ldquoWe need to maximise the (potential) synergies and minimise the conflicts
This requires actions at a variety of levelsrdquo
Annex 1 Linking Teaching and Research in Departments
Questions and Strategies p 40
Annex 2 Strategies for Linking Teaching and Research within
Courses and Programmes p41
Annex 3 Institutional Strategies to Link Teaching and
Research A Framework p42
Annex 4 Possible strategies for national and international
organisations pp42-3
My conclusions
bull Understanding the complexity of knowledge lies at
the centre of what makes HIGHER education distinctive
bull That requires purposeful action at a variety of levels
bull In onersquos own teaching and to an extent at course team and
departmental level one does have some freedom of action And
perhaps you can in part shape your research to link with your
teaching
bull Bringing your teaching and research more effectively together can
help you balance what can be competing demands on your time and
attention
bull These issues will shape your whole careerif you are an early career
academic one needs now to focus on what is in your lsquocontrolrsquo but look
to the future hellip
A Conclusion
A Round One thing I am going to do in my own practice is hellip
One thing I am going to propose to my subject group is hellip
One thing we should do at Department Institutional level is hellip
One thing I want to say is hellip
Research-tutored
Engaging in research discussions
Research-based
Students undertaking research and inquiry
Research-led
Learning about current research in the discipline
Research-oriented
Developing research inquiry and techniques
STUDENT-FOCUSED
STUDENTS AS PARTICIPANTS
EMPHASIS ON RESEARCH CONTENT
EMPHASIS ON RESEARCH PROCESSES AND PROBLEMS
TEACHER-FOCUSED
STUDENTS AS AUDIENCE
Tasks Using that typologylanguage
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes)
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
Using the language of the handout pages 6-7 what forms of teaching research links do you see there Research led research orientated research based andor research tutored
A Key Perspective
ldquoTeaching and research are correlated
when they are co-related hellipOne way
to achieve this is to exploit further
the link between teaching and
research in the design of coursesrdquo
(Brew A amp Boud D 1995)
Small Group Task pp 8-33 Consider how whether one or more of the
discipline case studies could be adapted to your context
21 Biosciences Physical Sciences and Medicine pp 7-12
22 Social Sciences pp 12-14
23 Business Law and Tourism pp 14-17
24 Geography and Environmental Studies pp 17-21
25 Archaeology and Earth Sciences pp 21-22
26 Arts Media Architecture and Performing Arts pp 22-24
27 English p p 24-25
27 History p25
28 Education and Philosophy pp 25-27
29 Interdisciplinary pp 27-29
Reporter ndash be ready to state one thing that is important about the relevance
of this case study to lsquoyourrsquo practice policyor worth saying about this
case study hellip
Task Course Design-see Annex 2 p 41
Ensure that students experience the process of
artistic and scientific productivity (Hattie and
Marsh 1996)
Group Reflection
Use the typology to examine lsquoyourrsquo current practice ndash as an
individual or member of a course team
What do you consider you are already doing effectively
What might you wish to strengthen or develop
Reporter to state ndash ONE thing worth saying to everybody here
that comes out of this task is hellip
Provisional planning
On the basis of the session so far
provisionally plan ONE intervention in your
own practicehellip
The central features are
Consider how to better ensure lsquosuccessrsquo
including recognising certain expected
difficulties
Taking this forward in your practiceDecide whom is an A and whom a B
A speaks and B listens 3 mins
What I am provisionally taking forward
into my own practice is hellip
B speaks and A listens hellip2 mins
Some suggestions I have are hellip
Now B speaks and A listens
B speaks and A listens 3 mins
What I am provisionally taking forward
into my own practice is hellip
A speaks and B listens hellip2 mins
Some suggestions I have are hellip
Disciplinary Perspectives
Why Disciplines Might Be Significant Logical Hypotheses
bull Disciplines are academic lsquocommunities of practicersquo
bull The nature ofextent of research in the discipline may varybe significant
bull The nature of the fundingorganisation of research in the discipline may
be significant
bull The nature ofrole of scholarship in the discipline may varybe significant
bull The nature of pedagogy in the discipline may be different
bull The nature of how research is taught in the discipline may be significant
bull The importance of research as taught in the discipline may be significant
bull The nature of the staff and or student culture across the discipline may be
significant
bull The importance of research to future student rolesemployability may be
significant
What is
research
Breaking new ground moving
forward exploration and
discovery
How visible is it Laboratories and machinery (ie
tools) but often behind closed
doors
Where is it
located
Out there at a higher level
Who does it Lecturers
Students experience of learning in a research environment Physics handout p 7
Source Robertson and Blackler (2006)
What is
research
Gathering information in the
world answering a question
How visible is it Most visible in the field
Where is it
located
Out there in the field
Who does it Lecturers and (increasingly over
time) students
Students experience of learning in a research environment Geography handout p 7
Source Robertson and Blackler (2006)
What is
research
Looking into gathering putting
it together a focus of interest
How visible is it Not tangibly visible but apparent
in the dialogue
Where is it
located
In the library in the head
Who does it Lecturers and students
Students experience of learning in a research environment English Handout p 7
Source Robertson and Blackler (2006)
Study of Physics and English faculty in two US institutions
In Physics the links lay in the way that undergraduates and
postgraduates could be involved in (staff) research for
much of the research was team basedthe potential and
actual links lay in the organisation of research and
pedagogy Much of the pedagogy was enquiry-based
In English the connections between research and scholarship
were strong indeed the distinctions between research
and scholarship were hard to drawThe teaching-research
connections lay more in the content of the curriculum
(Colbeck 1998)
Discuss teaching research relationships in your course team department or Faculty
Nexus rdquois a connection usually where multiple
elements meetrdquo Wikipedia
Teaching and research relations in my course
team department are like These analogies my
help
lsquolove and marriagersquo lsquo a horse and carriagersquo or
lsquostrangers in the nightrsquo (Sinatra F)
Departmental Relationships
One Research Study in UK Built Environment
departments (Urban Planning) Brookes
Sheffield Hallam Westminster and
University of West of England
Teaching was organised Research was
organised little was done to bring them
together
QAA Scotland Research Teaching Linkages httpwwwenhancementthemesacukdocumentsResearchTeachingQAA292Overview260509pdf
Areas for development
1048698 While there are wide-ranging innovative examples of practice and policy in all institutions
much of this is implicit and not systematically developed or supported
1048698 While the evidence was strong of effective examples of practice at final-year level(for example some
form of research project) institutions departments and schools need to ensure that
these research attributes are developed systematically through programmes in a
structured manner from year one
1048698 There is a sense that the issues were better understood and supported by staff heavily engaged in
teaching and not really understood or supported by those with a major focus on research
1048698 Attention needs to be given to ensuring that students are aware of and understand the
importance of research-based attributes for their future employability and success
as lifelong learners Course teams need to develop waysthat support students understanding
of these attributes and their belief in how they can aid their future employment and involvement
in civic life ( emphasis added)
Considering two case studies
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes) and Engineering at Imperial p 32
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
What that those departments done to try to bring together teaching and research
What are the similarities and the differences between their strategies
Group Task Departmental Case Studies pp 29-38
Discuss one or more of the case studies ndashand then agree on one
statement worth making as to its value to your
department(s) Faculty this institution
31 Biosciences Chemistry Medicine and Health Sciences
32 Engineering and Mathematics
33 Arts and Social Sciences
34 Geography Earth and Environmental Sciences
35 Developing research skills and academic practices
36 Re-designing Spaces
Note Annex One Linking Teaching and Research in Departments p 40
Questions and Strategies
bull Curriculum and research-based learning
bull Management organisational structure
and staffing at departmental level
bull Inclusive culture
Isssues of Multi and Interdisciplinarity
Internationally hellipfew students now do a single subject degree
Study of long term impact of a degree at Oxford Polytechnic Oxford Brookes
where students studied two subjects Selected geography students
interviewed 5101520 years after graduation
For many this was first time they had been asked to consider their overall
degree relationships between the two subjects they had studied
Jenkins A Jones L and Ward A ( 2001 ) The long -term effect of a degree on
graduate lives Studies in Higher Education 26(2)149-163
Two lsquosolutionsrsquo
Interdisciplinary seminars
Final Year Capstone Courses
httpwwwheacademyacukprojectsdetailntfs
ntfsproject_Gloucestershire10
Remember ldquoWe need to maximise the (potential) synergies and minimise the conflicts
This requires actions at a variety of levelsrdquo
Annex 1 Linking Teaching and Research in Departments
Questions and Strategies p 40
Annex 2 Strategies for Linking Teaching and Research within
Courses and Programmes p41
Annex 3 Institutional Strategies to Link Teaching and
Research A Framework p42
Annex 4 Possible strategies for national and international
organisations pp42-3
My conclusions
bull Understanding the complexity of knowledge lies at
the centre of what makes HIGHER education distinctive
bull That requires purposeful action at a variety of levels
bull In onersquos own teaching and to an extent at course team and
departmental level one does have some freedom of action And
perhaps you can in part shape your research to link with your
teaching
bull Bringing your teaching and research more effectively together can
help you balance what can be competing demands on your time and
attention
bull These issues will shape your whole careerif you are an early career
academic one needs now to focus on what is in your lsquocontrolrsquo but look
to the future hellip
A Conclusion
A Round One thing I am going to do in my own practice is hellip
One thing I am going to propose to my subject group is hellip
One thing we should do at Department Institutional level is hellip
One thing I want to say is hellip
Tasks Using that typologylanguage
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes)
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
Using the language of the handout pages 6-7 what forms of teaching research links do you see there Research led research orientated research based andor research tutored
A Key Perspective
ldquoTeaching and research are correlated
when they are co-related hellipOne way
to achieve this is to exploit further
the link between teaching and
research in the design of coursesrdquo
(Brew A amp Boud D 1995)
Small Group Task pp 8-33 Consider how whether one or more of the
discipline case studies could be adapted to your context
21 Biosciences Physical Sciences and Medicine pp 7-12
22 Social Sciences pp 12-14
23 Business Law and Tourism pp 14-17
24 Geography and Environmental Studies pp 17-21
25 Archaeology and Earth Sciences pp 21-22
26 Arts Media Architecture and Performing Arts pp 22-24
27 English p p 24-25
27 History p25
28 Education and Philosophy pp 25-27
29 Interdisciplinary pp 27-29
Reporter ndash be ready to state one thing that is important about the relevance
of this case study to lsquoyourrsquo practice policyor worth saying about this
case study hellip
Task Course Design-see Annex 2 p 41
Ensure that students experience the process of
artistic and scientific productivity (Hattie and
Marsh 1996)
Group Reflection
Use the typology to examine lsquoyourrsquo current practice ndash as an
individual or member of a course team
What do you consider you are already doing effectively
What might you wish to strengthen or develop
Reporter to state ndash ONE thing worth saying to everybody here
that comes out of this task is hellip
Provisional planning
On the basis of the session so far
provisionally plan ONE intervention in your
own practicehellip
The central features are
Consider how to better ensure lsquosuccessrsquo
including recognising certain expected
difficulties
Taking this forward in your practiceDecide whom is an A and whom a B
A speaks and B listens 3 mins
What I am provisionally taking forward
into my own practice is hellip
B speaks and A listens hellip2 mins
Some suggestions I have are hellip
Now B speaks and A listens
B speaks and A listens 3 mins
What I am provisionally taking forward
into my own practice is hellip
A speaks and B listens hellip2 mins
Some suggestions I have are hellip
Disciplinary Perspectives
Why Disciplines Might Be Significant Logical Hypotheses
bull Disciplines are academic lsquocommunities of practicersquo
bull The nature ofextent of research in the discipline may varybe significant
bull The nature of the fundingorganisation of research in the discipline may
be significant
bull The nature ofrole of scholarship in the discipline may varybe significant
bull The nature of pedagogy in the discipline may be different
bull The nature of how research is taught in the discipline may be significant
bull The importance of research as taught in the discipline may be significant
bull The nature of the staff and or student culture across the discipline may be
significant
bull The importance of research to future student rolesemployability may be
significant
What is
research
Breaking new ground moving
forward exploration and
discovery
How visible is it Laboratories and machinery (ie
tools) but often behind closed
doors
Where is it
located
Out there at a higher level
Who does it Lecturers
Students experience of learning in a research environment Physics handout p 7
Source Robertson and Blackler (2006)
What is
research
Gathering information in the
world answering a question
How visible is it Most visible in the field
Where is it
located
Out there in the field
Who does it Lecturers and (increasingly over
time) students
Students experience of learning in a research environment Geography handout p 7
Source Robertson and Blackler (2006)
What is
research
Looking into gathering putting
it together a focus of interest
How visible is it Not tangibly visible but apparent
in the dialogue
Where is it
located
In the library in the head
Who does it Lecturers and students
Students experience of learning in a research environment English Handout p 7
Source Robertson and Blackler (2006)
Study of Physics and English faculty in two US institutions
In Physics the links lay in the way that undergraduates and
postgraduates could be involved in (staff) research for
much of the research was team basedthe potential and
actual links lay in the organisation of research and
pedagogy Much of the pedagogy was enquiry-based
In English the connections between research and scholarship
were strong indeed the distinctions between research
and scholarship were hard to drawThe teaching-research
connections lay more in the content of the curriculum
(Colbeck 1998)
Discuss teaching research relationships in your course team department or Faculty
Nexus rdquois a connection usually where multiple
elements meetrdquo Wikipedia
Teaching and research relations in my course
team department are like These analogies my
help
lsquolove and marriagersquo lsquo a horse and carriagersquo or
lsquostrangers in the nightrsquo (Sinatra F)
Departmental Relationships
One Research Study in UK Built Environment
departments (Urban Planning) Brookes
Sheffield Hallam Westminster and
University of West of England
Teaching was organised Research was
organised little was done to bring them
together
QAA Scotland Research Teaching Linkages httpwwwenhancementthemesacukdocumentsResearchTeachingQAA292Overview260509pdf
Areas for development
1048698 While there are wide-ranging innovative examples of practice and policy in all institutions
much of this is implicit and not systematically developed or supported
1048698 While the evidence was strong of effective examples of practice at final-year level(for example some
form of research project) institutions departments and schools need to ensure that
these research attributes are developed systematically through programmes in a
structured manner from year one
1048698 There is a sense that the issues were better understood and supported by staff heavily engaged in
teaching and not really understood or supported by those with a major focus on research
1048698 Attention needs to be given to ensuring that students are aware of and understand the
importance of research-based attributes for their future employability and success
as lifelong learners Course teams need to develop waysthat support students understanding
of these attributes and their belief in how they can aid their future employment and involvement
in civic life ( emphasis added)
Considering two case studies
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes) and Engineering at Imperial p 32
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
What that those departments done to try to bring together teaching and research
What are the similarities and the differences between their strategies
Group Task Departmental Case Studies pp 29-38
Discuss one or more of the case studies ndashand then agree on one
statement worth making as to its value to your
department(s) Faculty this institution
31 Biosciences Chemistry Medicine and Health Sciences
32 Engineering and Mathematics
33 Arts and Social Sciences
34 Geography Earth and Environmental Sciences
35 Developing research skills and academic practices
36 Re-designing Spaces
Note Annex One Linking Teaching and Research in Departments p 40
Questions and Strategies
bull Curriculum and research-based learning
bull Management organisational structure
and staffing at departmental level
bull Inclusive culture
Isssues of Multi and Interdisciplinarity
Internationally hellipfew students now do a single subject degree
Study of long term impact of a degree at Oxford Polytechnic Oxford Brookes
where students studied two subjects Selected geography students
interviewed 5101520 years after graduation
For many this was first time they had been asked to consider their overall
degree relationships between the two subjects they had studied
Jenkins A Jones L and Ward A ( 2001 ) The long -term effect of a degree on
graduate lives Studies in Higher Education 26(2)149-163
Two lsquosolutionsrsquo
Interdisciplinary seminars
Final Year Capstone Courses
httpwwwheacademyacukprojectsdetailntfs
ntfsproject_Gloucestershire10
Remember ldquoWe need to maximise the (potential) synergies and minimise the conflicts
This requires actions at a variety of levelsrdquo
Annex 1 Linking Teaching and Research in Departments
Questions and Strategies p 40
Annex 2 Strategies for Linking Teaching and Research within
Courses and Programmes p41
Annex 3 Institutional Strategies to Link Teaching and
Research A Framework p42
Annex 4 Possible strategies for national and international
organisations pp42-3
My conclusions
bull Understanding the complexity of knowledge lies at
the centre of what makes HIGHER education distinctive
bull That requires purposeful action at a variety of levels
bull In onersquos own teaching and to an extent at course team and
departmental level one does have some freedom of action And
perhaps you can in part shape your research to link with your
teaching
bull Bringing your teaching and research more effectively together can
help you balance what can be competing demands on your time and
attention
bull These issues will shape your whole careerif you are an early career
academic one needs now to focus on what is in your lsquocontrolrsquo but look
to the future hellip
A Conclusion
A Round One thing I am going to do in my own practice is hellip
One thing I am going to propose to my subject group is hellip
One thing we should do at Department Institutional level is hellip
One thing I want to say is hellip
A Key Perspective
ldquoTeaching and research are correlated
when they are co-related hellipOne way
to achieve this is to exploit further
the link between teaching and
research in the design of coursesrdquo
(Brew A amp Boud D 1995)
Small Group Task pp 8-33 Consider how whether one or more of the
discipline case studies could be adapted to your context
21 Biosciences Physical Sciences and Medicine pp 7-12
22 Social Sciences pp 12-14
23 Business Law and Tourism pp 14-17
24 Geography and Environmental Studies pp 17-21
25 Archaeology and Earth Sciences pp 21-22
26 Arts Media Architecture and Performing Arts pp 22-24
27 English p p 24-25
27 History p25
28 Education and Philosophy pp 25-27
29 Interdisciplinary pp 27-29
Reporter ndash be ready to state one thing that is important about the relevance
of this case study to lsquoyourrsquo practice policyor worth saying about this
case study hellip
Task Course Design-see Annex 2 p 41
Ensure that students experience the process of
artistic and scientific productivity (Hattie and
Marsh 1996)
Group Reflection
Use the typology to examine lsquoyourrsquo current practice ndash as an
individual or member of a course team
What do you consider you are already doing effectively
What might you wish to strengthen or develop
Reporter to state ndash ONE thing worth saying to everybody here
that comes out of this task is hellip
Provisional planning
On the basis of the session so far
provisionally plan ONE intervention in your
own practicehellip
The central features are
Consider how to better ensure lsquosuccessrsquo
including recognising certain expected
difficulties
Taking this forward in your practiceDecide whom is an A and whom a B
A speaks and B listens 3 mins
What I am provisionally taking forward
into my own practice is hellip
B speaks and A listens hellip2 mins
Some suggestions I have are hellip
Now B speaks and A listens
B speaks and A listens 3 mins
What I am provisionally taking forward
into my own practice is hellip
A speaks and B listens hellip2 mins
Some suggestions I have are hellip
Disciplinary Perspectives
Why Disciplines Might Be Significant Logical Hypotheses
bull Disciplines are academic lsquocommunities of practicersquo
bull The nature ofextent of research in the discipline may varybe significant
bull The nature of the fundingorganisation of research in the discipline may
be significant
bull The nature ofrole of scholarship in the discipline may varybe significant
bull The nature of pedagogy in the discipline may be different
bull The nature of how research is taught in the discipline may be significant
bull The importance of research as taught in the discipline may be significant
bull The nature of the staff and or student culture across the discipline may be
significant
bull The importance of research to future student rolesemployability may be
significant
What is
research
Breaking new ground moving
forward exploration and
discovery
How visible is it Laboratories and machinery (ie
tools) but often behind closed
doors
Where is it
located
Out there at a higher level
Who does it Lecturers
Students experience of learning in a research environment Physics handout p 7
Source Robertson and Blackler (2006)
What is
research
Gathering information in the
world answering a question
How visible is it Most visible in the field
Where is it
located
Out there in the field
Who does it Lecturers and (increasingly over
time) students
Students experience of learning in a research environment Geography handout p 7
Source Robertson and Blackler (2006)
What is
research
Looking into gathering putting
it together a focus of interest
How visible is it Not tangibly visible but apparent
in the dialogue
Where is it
located
In the library in the head
Who does it Lecturers and students
Students experience of learning in a research environment English Handout p 7
Source Robertson and Blackler (2006)
Study of Physics and English faculty in two US institutions
In Physics the links lay in the way that undergraduates and
postgraduates could be involved in (staff) research for
much of the research was team basedthe potential and
actual links lay in the organisation of research and
pedagogy Much of the pedagogy was enquiry-based
In English the connections between research and scholarship
were strong indeed the distinctions between research
and scholarship were hard to drawThe teaching-research
connections lay more in the content of the curriculum
(Colbeck 1998)
Discuss teaching research relationships in your course team department or Faculty
Nexus rdquois a connection usually where multiple
elements meetrdquo Wikipedia
Teaching and research relations in my course
team department are like These analogies my
help
lsquolove and marriagersquo lsquo a horse and carriagersquo or
lsquostrangers in the nightrsquo (Sinatra F)
Departmental Relationships
One Research Study in UK Built Environment
departments (Urban Planning) Brookes
Sheffield Hallam Westminster and
University of West of England
Teaching was organised Research was
organised little was done to bring them
together
QAA Scotland Research Teaching Linkages httpwwwenhancementthemesacukdocumentsResearchTeachingQAA292Overview260509pdf
Areas for development
1048698 While there are wide-ranging innovative examples of practice and policy in all institutions
much of this is implicit and not systematically developed or supported
1048698 While the evidence was strong of effective examples of practice at final-year level(for example some
form of research project) institutions departments and schools need to ensure that
these research attributes are developed systematically through programmes in a
structured manner from year one
1048698 There is a sense that the issues were better understood and supported by staff heavily engaged in
teaching and not really understood or supported by those with a major focus on research
1048698 Attention needs to be given to ensuring that students are aware of and understand the
importance of research-based attributes for their future employability and success
as lifelong learners Course teams need to develop waysthat support students understanding
of these attributes and their belief in how they can aid their future employment and involvement
in civic life ( emphasis added)
Considering two case studies
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes) and Engineering at Imperial p 32
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
What that those departments done to try to bring together teaching and research
What are the similarities and the differences between their strategies
Group Task Departmental Case Studies pp 29-38
Discuss one or more of the case studies ndashand then agree on one
statement worth making as to its value to your
department(s) Faculty this institution
31 Biosciences Chemistry Medicine and Health Sciences
32 Engineering and Mathematics
33 Arts and Social Sciences
34 Geography Earth and Environmental Sciences
35 Developing research skills and academic practices
36 Re-designing Spaces
Note Annex One Linking Teaching and Research in Departments p 40
Questions and Strategies
bull Curriculum and research-based learning
bull Management organisational structure
and staffing at departmental level
bull Inclusive culture
Isssues of Multi and Interdisciplinarity
Internationally hellipfew students now do a single subject degree
Study of long term impact of a degree at Oxford Polytechnic Oxford Brookes
where students studied two subjects Selected geography students
interviewed 5101520 years after graduation
For many this was first time they had been asked to consider their overall
degree relationships between the two subjects they had studied
Jenkins A Jones L and Ward A ( 2001 ) The long -term effect of a degree on
graduate lives Studies in Higher Education 26(2)149-163
Two lsquosolutionsrsquo
Interdisciplinary seminars
Final Year Capstone Courses
httpwwwheacademyacukprojectsdetailntfs
ntfsproject_Gloucestershire10
Remember ldquoWe need to maximise the (potential) synergies and minimise the conflicts
This requires actions at a variety of levelsrdquo
Annex 1 Linking Teaching and Research in Departments
Questions and Strategies p 40
Annex 2 Strategies for Linking Teaching and Research within
Courses and Programmes p41
Annex 3 Institutional Strategies to Link Teaching and
Research A Framework p42
Annex 4 Possible strategies for national and international
organisations pp42-3
My conclusions
bull Understanding the complexity of knowledge lies at
the centre of what makes HIGHER education distinctive
bull That requires purposeful action at a variety of levels
bull In onersquos own teaching and to an extent at course team and
departmental level one does have some freedom of action And
perhaps you can in part shape your research to link with your
teaching
bull Bringing your teaching and research more effectively together can
help you balance what can be competing demands on your time and
attention
bull These issues will shape your whole careerif you are an early career
academic one needs now to focus on what is in your lsquocontrolrsquo but look
to the future hellip
A Conclusion
A Round One thing I am going to do in my own practice is hellip
One thing I am going to propose to my subject group is hellip
One thing we should do at Department Institutional level is hellip
One thing I want to say is hellip
Small Group Task pp 8-33 Consider how whether one or more of the
discipline case studies could be adapted to your context
21 Biosciences Physical Sciences and Medicine pp 7-12
22 Social Sciences pp 12-14
23 Business Law and Tourism pp 14-17
24 Geography and Environmental Studies pp 17-21
25 Archaeology and Earth Sciences pp 21-22
26 Arts Media Architecture and Performing Arts pp 22-24
27 English p p 24-25
27 History p25
28 Education and Philosophy pp 25-27
29 Interdisciplinary pp 27-29
Reporter ndash be ready to state one thing that is important about the relevance
of this case study to lsquoyourrsquo practice policyor worth saying about this
case study hellip
Task Course Design-see Annex 2 p 41
Ensure that students experience the process of
artistic and scientific productivity (Hattie and
Marsh 1996)
Group Reflection
Use the typology to examine lsquoyourrsquo current practice ndash as an
individual or member of a course team
What do you consider you are already doing effectively
What might you wish to strengthen or develop
Reporter to state ndash ONE thing worth saying to everybody here
that comes out of this task is hellip
Provisional planning
On the basis of the session so far
provisionally plan ONE intervention in your
own practicehellip
The central features are
Consider how to better ensure lsquosuccessrsquo
including recognising certain expected
difficulties
Taking this forward in your practiceDecide whom is an A and whom a B
A speaks and B listens 3 mins
What I am provisionally taking forward
into my own practice is hellip
B speaks and A listens hellip2 mins
Some suggestions I have are hellip
Now B speaks and A listens
B speaks and A listens 3 mins
What I am provisionally taking forward
into my own practice is hellip
A speaks and B listens hellip2 mins
Some suggestions I have are hellip
Disciplinary Perspectives
Why Disciplines Might Be Significant Logical Hypotheses
bull Disciplines are academic lsquocommunities of practicersquo
bull The nature ofextent of research in the discipline may varybe significant
bull The nature of the fundingorganisation of research in the discipline may
be significant
bull The nature ofrole of scholarship in the discipline may varybe significant
bull The nature of pedagogy in the discipline may be different
bull The nature of how research is taught in the discipline may be significant
bull The importance of research as taught in the discipline may be significant
bull The nature of the staff and or student culture across the discipline may be
significant
bull The importance of research to future student rolesemployability may be
significant
What is
research
Breaking new ground moving
forward exploration and
discovery
How visible is it Laboratories and machinery (ie
tools) but often behind closed
doors
Where is it
located
Out there at a higher level
Who does it Lecturers
Students experience of learning in a research environment Physics handout p 7
Source Robertson and Blackler (2006)
What is
research
Gathering information in the
world answering a question
How visible is it Most visible in the field
Where is it
located
Out there in the field
Who does it Lecturers and (increasingly over
time) students
Students experience of learning in a research environment Geography handout p 7
Source Robertson and Blackler (2006)
What is
research
Looking into gathering putting
it together a focus of interest
How visible is it Not tangibly visible but apparent
in the dialogue
Where is it
located
In the library in the head
Who does it Lecturers and students
Students experience of learning in a research environment English Handout p 7
Source Robertson and Blackler (2006)
Study of Physics and English faculty in two US institutions
In Physics the links lay in the way that undergraduates and
postgraduates could be involved in (staff) research for
much of the research was team basedthe potential and
actual links lay in the organisation of research and
pedagogy Much of the pedagogy was enquiry-based
In English the connections between research and scholarship
were strong indeed the distinctions between research
and scholarship were hard to drawThe teaching-research
connections lay more in the content of the curriculum
(Colbeck 1998)
Discuss teaching research relationships in your course team department or Faculty
Nexus rdquois a connection usually where multiple
elements meetrdquo Wikipedia
Teaching and research relations in my course
team department are like These analogies my
help
lsquolove and marriagersquo lsquo a horse and carriagersquo or
lsquostrangers in the nightrsquo (Sinatra F)
Departmental Relationships
One Research Study in UK Built Environment
departments (Urban Planning) Brookes
Sheffield Hallam Westminster and
University of West of England
Teaching was organised Research was
organised little was done to bring them
together
QAA Scotland Research Teaching Linkages httpwwwenhancementthemesacukdocumentsResearchTeachingQAA292Overview260509pdf
Areas for development
1048698 While there are wide-ranging innovative examples of practice and policy in all institutions
much of this is implicit and not systematically developed or supported
1048698 While the evidence was strong of effective examples of practice at final-year level(for example some
form of research project) institutions departments and schools need to ensure that
these research attributes are developed systematically through programmes in a
structured manner from year one
1048698 There is a sense that the issues were better understood and supported by staff heavily engaged in
teaching and not really understood or supported by those with a major focus on research
1048698 Attention needs to be given to ensuring that students are aware of and understand the
importance of research-based attributes for their future employability and success
as lifelong learners Course teams need to develop waysthat support students understanding
of these attributes and their belief in how they can aid their future employment and involvement
in civic life ( emphasis added)
Considering two case studies
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes) and Engineering at Imperial p 32
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
What that those departments done to try to bring together teaching and research
What are the similarities and the differences between their strategies
Group Task Departmental Case Studies pp 29-38
Discuss one or more of the case studies ndashand then agree on one
statement worth making as to its value to your
department(s) Faculty this institution
31 Biosciences Chemistry Medicine and Health Sciences
32 Engineering and Mathematics
33 Arts and Social Sciences
34 Geography Earth and Environmental Sciences
35 Developing research skills and academic practices
36 Re-designing Spaces
Note Annex One Linking Teaching and Research in Departments p 40
Questions and Strategies
bull Curriculum and research-based learning
bull Management organisational structure
and staffing at departmental level
bull Inclusive culture
Isssues of Multi and Interdisciplinarity
Internationally hellipfew students now do a single subject degree
Study of long term impact of a degree at Oxford Polytechnic Oxford Brookes
where students studied two subjects Selected geography students
interviewed 5101520 years after graduation
For many this was first time they had been asked to consider their overall
degree relationships between the two subjects they had studied
Jenkins A Jones L and Ward A ( 2001 ) The long -term effect of a degree on
graduate lives Studies in Higher Education 26(2)149-163
Two lsquosolutionsrsquo
Interdisciplinary seminars
Final Year Capstone Courses
httpwwwheacademyacukprojectsdetailntfs
ntfsproject_Gloucestershire10
Remember ldquoWe need to maximise the (potential) synergies and minimise the conflicts
This requires actions at a variety of levelsrdquo
Annex 1 Linking Teaching and Research in Departments
Questions and Strategies p 40
Annex 2 Strategies for Linking Teaching and Research within
Courses and Programmes p41
Annex 3 Institutional Strategies to Link Teaching and
Research A Framework p42
Annex 4 Possible strategies for national and international
organisations pp42-3
My conclusions
bull Understanding the complexity of knowledge lies at
the centre of what makes HIGHER education distinctive
bull That requires purposeful action at a variety of levels
bull In onersquos own teaching and to an extent at course team and
departmental level one does have some freedom of action And
perhaps you can in part shape your research to link with your
teaching
bull Bringing your teaching and research more effectively together can
help you balance what can be competing demands on your time and
attention
bull These issues will shape your whole careerif you are an early career
academic one needs now to focus on what is in your lsquocontrolrsquo but look
to the future hellip
A Conclusion
A Round One thing I am going to do in my own practice is hellip
One thing I am going to propose to my subject group is hellip
One thing we should do at Department Institutional level is hellip
One thing I want to say is hellip
Task Course Design-see Annex 2 p 41
Ensure that students experience the process of
artistic and scientific productivity (Hattie and
Marsh 1996)
Group Reflection
Use the typology to examine lsquoyourrsquo current practice ndash as an
individual or member of a course team
What do you consider you are already doing effectively
What might you wish to strengthen or develop
Reporter to state ndash ONE thing worth saying to everybody here
that comes out of this task is hellip
Provisional planning
On the basis of the session so far
provisionally plan ONE intervention in your
own practicehellip
The central features are
Consider how to better ensure lsquosuccessrsquo
including recognising certain expected
difficulties
Taking this forward in your practiceDecide whom is an A and whom a B
A speaks and B listens 3 mins
What I am provisionally taking forward
into my own practice is hellip
B speaks and A listens hellip2 mins
Some suggestions I have are hellip
Now B speaks and A listens
B speaks and A listens 3 mins
What I am provisionally taking forward
into my own practice is hellip
A speaks and B listens hellip2 mins
Some suggestions I have are hellip
Disciplinary Perspectives
Why Disciplines Might Be Significant Logical Hypotheses
bull Disciplines are academic lsquocommunities of practicersquo
bull The nature ofextent of research in the discipline may varybe significant
bull The nature of the fundingorganisation of research in the discipline may
be significant
bull The nature ofrole of scholarship in the discipline may varybe significant
bull The nature of pedagogy in the discipline may be different
bull The nature of how research is taught in the discipline may be significant
bull The importance of research as taught in the discipline may be significant
bull The nature of the staff and or student culture across the discipline may be
significant
bull The importance of research to future student rolesemployability may be
significant
What is
research
Breaking new ground moving
forward exploration and
discovery
How visible is it Laboratories and machinery (ie
tools) but often behind closed
doors
Where is it
located
Out there at a higher level
Who does it Lecturers
Students experience of learning in a research environment Physics handout p 7
Source Robertson and Blackler (2006)
What is
research
Gathering information in the
world answering a question
How visible is it Most visible in the field
Where is it
located
Out there in the field
Who does it Lecturers and (increasingly over
time) students
Students experience of learning in a research environment Geography handout p 7
Source Robertson and Blackler (2006)
What is
research
Looking into gathering putting
it together a focus of interest
How visible is it Not tangibly visible but apparent
in the dialogue
Where is it
located
In the library in the head
Who does it Lecturers and students
Students experience of learning in a research environment English Handout p 7
Source Robertson and Blackler (2006)
Study of Physics and English faculty in two US institutions
In Physics the links lay in the way that undergraduates and
postgraduates could be involved in (staff) research for
much of the research was team basedthe potential and
actual links lay in the organisation of research and
pedagogy Much of the pedagogy was enquiry-based
In English the connections between research and scholarship
were strong indeed the distinctions between research
and scholarship were hard to drawThe teaching-research
connections lay more in the content of the curriculum
(Colbeck 1998)
Discuss teaching research relationships in your course team department or Faculty
Nexus rdquois a connection usually where multiple
elements meetrdquo Wikipedia
Teaching and research relations in my course
team department are like These analogies my
help
lsquolove and marriagersquo lsquo a horse and carriagersquo or
lsquostrangers in the nightrsquo (Sinatra F)
Departmental Relationships
One Research Study in UK Built Environment
departments (Urban Planning) Brookes
Sheffield Hallam Westminster and
University of West of England
Teaching was organised Research was
organised little was done to bring them
together
QAA Scotland Research Teaching Linkages httpwwwenhancementthemesacukdocumentsResearchTeachingQAA292Overview260509pdf
Areas for development
1048698 While there are wide-ranging innovative examples of practice and policy in all institutions
much of this is implicit and not systematically developed or supported
1048698 While the evidence was strong of effective examples of practice at final-year level(for example some
form of research project) institutions departments and schools need to ensure that
these research attributes are developed systematically through programmes in a
structured manner from year one
1048698 There is a sense that the issues were better understood and supported by staff heavily engaged in
teaching and not really understood or supported by those with a major focus on research
1048698 Attention needs to be given to ensuring that students are aware of and understand the
importance of research-based attributes for their future employability and success
as lifelong learners Course teams need to develop waysthat support students understanding
of these attributes and their belief in how they can aid their future employment and involvement
in civic life ( emphasis added)
Considering two case studies
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes) and Engineering at Imperial p 32
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
What that those departments done to try to bring together teaching and research
What are the similarities and the differences between their strategies
Group Task Departmental Case Studies pp 29-38
Discuss one or more of the case studies ndashand then agree on one
statement worth making as to its value to your
department(s) Faculty this institution
31 Biosciences Chemistry Medicine and Health Sciences
32 Engineering and Mathematics
33 Arts and Social Sciences
34 Geography Earth and Environmental Sciences
35 Developing research skills and academic practices
36 Re-designing Spaces
Note Annex One Linking Teaching and Research in Departments p 40
Questions and Strategies
bull Curriculum and research-based learning
bull Management organisational structure
and staffing at departmental level
bull Inclusive culture
Isssues of Multi and Interdisciplinarity
Internationally hellipfew students now do a single subject degree
Study of long term impact of a degree at Oxford Polytechnic Oxford Brookes
where students studied two subjects Selected geography students
interviewed 5101520 years after graduation
For many this was first time they had been asked to consider their overall
degree relationships between the two subjects they had studied
Jenkins A Jones L and Ward A ( 2001 ) The long -term effect of a degree on
graduate lives Studies in Higher Education 26(2)149-163
Two lsquosolutionsrsquo
Interdisciplinary seminars
Final Year Capstone Courses
httpwwwheacademyacukprojectsdetailntfs
ntfsproject_Gloucestershire10
Remember ldquoWe need to maximise the (potential) synergies and minimise the conflicts
This requires actions at a variety of levelsrdquo
Annex 1 Linking Teaching and Research in Departments
Questions and Strategies p 40
Annex 2 Strategies for Linking Teaching and Research within
Courses and Programmes p41
Annex 3 Institutional Strategies to Link Teaching and
Research A Framework p42
Annex 4 Possible strategies for national and international
organisations pp42-3
My conclusions
bull Understanding the complexity of knowledge lies at
the centre of what makes HIGHER education distinctive
bull That requires purposeful action at a variety of levels
bull In onersquos own teaching and to an extent at course team and
departmental level one does have some freedom of action And
perhaps you can in part shape your research to link with your
teaching
bull Bringing your teaching and research more effectively together can
help you balance what can be competing demands on your time and
attention
bull These issues will shape your whole careerif you are an early career
academic one needs now to focus on what is in your lsquocontrolrsquo but look
to the future hellip
A Conclusion
A Round One thing I am going to do in my own practice is hellip
One thing I am going to propose to my subject group is hellip
One thing we should do at Department Institutional level is hellip
One thing I want to say is hellip
Provisional planning
On the basis of the session so far
provisionally plan ONE intervention in your
own practicehellip
The central features are
Consider how to better ensure lsquosuccessrsquo
including recognising certain expected
difficulties
Taking this forward in your practiceDecide whom is an A and whom a B
A speaks and B listens 3 mins
What I am provisionally taking forward
into my own practice is hellip
B speaks and A listens hellip2 mins
Some suggestions I have are hellip
Now B speaks and A listens
B speaks and A listens 3 mins
What I am provisionally taking forward
into my own practice is hellip
A speaks and B listens hellip2 mins
Some suggestions I have are hellip
Disciplinary Perspectives
Why Disciplines Might Be Significant Logical Hypotheses
bull Disciplines are academic lsquocommunities of practicersquo
bull The nature ofextent of research in the discipline may varybe significant
bull The nature of the fundingorganisation of research in the discipline may
be significant
bull The nature ofrole of scholarship in the discipline may varybe significant
bull The nature of pedagogy in the discipline may be different
bull The nature of how research is taught in the discipline may be significant
bull The importance of research as taught in the discipline may be significant
bull The nature of the staff and or student culture across the discipline may be
significant
bull The importance of research to future student rolesemployability may be
significant
What is
research
Breaking new ground moving
forward exploration and
discovery
How visible is it Laboratories and machinery (ie
tools) but often behind closed
doors
Where is it
located
Out there at a higher level
Who does it Lecturers
Students experience of learning in a research environment Physics handout p 7
Source Robertson and Blackler (2006)
What is
research
Gathering information in the
world answering a question
How visible is it Most visible in the field
Where is it
located
Out there in the field
Who does it Lecturers and (increasingly over
time) students
Students experience of learning in a research environment Geography handout p 7
Source Robertson and Blackler (2006)
What is
research
Looking into gathering putting
it together a focus of interest
How visible is it Not tangibly visible but apparent
in the dialogue
Where is it
located
In the library in the head
Who does it Lecturers and students
Students experience of learning in a research environment English Handout p 7
Source Robertson and Blackler (2006)
Study of Physics and English faculty in two US institutions
In Physics the links lay in the way that undergraduates and
postgraduates could be involved in (staff) research for
much of the research was team basedthe potential and
actual links lay in the organisation of research and
pedagogy Much of the pedagogy was enquiry-based
In English the connections between research and scholarship
were strong indeed the distinctions between research
and scholarship were hard to drawThe teaching-research
connections lay more in the content of the curriculum
(Colbeck 1998)
Discuss teaching research relationships in your course team department or Faculty
Nexus rdquois a connection usually where multiple
elements meetrdquo Wikipedia
Teaching and research relations in my course
team department are like These analogies my
help
lsquolove and marriagersquo lsquo a horse and carriagersquo or
lsquostrangers in the nightrsquo (Sinatra F)
Departmental Relationships
One Research Study in UK Built Environment
departments (Urban Planning) Brookes
Sheffield Hallam Westminster and
University of West of England
Teaching was organised Research was
organised little was done to bring them
together
QAA Scotland Research Teaching Linkages httpwwwenhancementthemesacukdocumentsResearchTeachingQAA292Overview260509pdf
Areas for development
1048698 While there are wide-ranging innovative examples of practice and policy in all institutions
much of this is implicit and not systematically developed or supported
1048698 While the evidence was strong of effective examples of practice at final-year level(for example some
form of research project) institutions departments and schools need to ensure that
these research attributes are developed systematically through programmes in a
structured manner from year one
1048698 There is a sense that the issues were better understood and supported by staff heavily engaged in
teaching and not really understood or supported by those with a major focus on research
1048698 Attention needs to be given to ensuring that students are aware of and understand the
importance of research-based attributes for their future employability and success
as lifelong learners Course teams need to develop waysthat support students understanding
of these attributes and their belief in how they can aid their future employment and involvement
in civic life ( emphasis added)
Considering two case studies
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes) and Engineering at Imperial p 32
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
What that those departments done to try to bring together teaching and research
What are the similarities and the differences between their strategies
Group Task Departmental Case Studies pp 29-38
Discuss one or more of the case studies ndashand then agree on one
statement worth making as to its value to your
department(s) Faculty this institution
31 Biosciences Chemistry Medicine and Health Sciences
32 Engineering and Mathematics
33 Arts and Social Sciences
34 Geography Earth and Environmental Sciences
35 Developing research skills and academic practices
36 Re-designing Spaces
Note Annex One Linking Teaching and Research in Departments p 40
Questions and Strategies
bull Curriculum and research-based learning
bull Management organisational structure
and staffing at departmental level
bull Inclusive culture
Isssues of Multi and Interdisciplinarity
Internationally hellipfew students now do a single subject degree
Study of long term impact of a degree at Oxford Polytechnic Oxford Brookes
where students studied two subjects Selected geography students
interviewed 5101520 years after graduation
For many this was first time they had been asked to consider their overall
degree relationships between the two subjects they had studied
Jenkins A Jones L and Ward A ( 2001 ) The long -term effect of a degree on
graduate lives Studies in Higher Education 26(2)149-163
Two lsquosolutionsrsquo
Interdisciplinary seminars
Final Year Capstone Courses
httpwwwheacademyacukprojectsdetailntfs
ntfsproject_Gloucestershire10
Remember ldquoWe need to maximise the (potential) synergies and minimise the conflicts
This requires actions at a variety of levelsrdquo
Annex 1 Linking Teaching and Research in Departments
Questions and Strategies p 40
Annex 2 Strategies for Linking Teaching and Research within
Courses and Programmes p41
Annex 3 Institutional Strategies to Link Teaching and
Research A Framework p42
Annex 4 Possible strategies for national and international
organisations pp42-3
My conclusions
bull Understanding the complexity of knowledge lies at
the centre of what makes HIGHER education distinctive
bull That requires purposeful action at a variety of levels
bull In onersquos own teaching and to an extent at course team and
departmental level one does have some freedom of action And
perhaps you can in part shape your research to link with your
teaching
bull Bringing your teaching and research more effectively together can
help you balance what can be competing demands on your time and
attention
bull These issues will shape your whole careerif you are an early career
academic one needs now to focus on what is in your lsquocontrolrsquo but look
to the future hellip
A Conclusion
A Round One thing I am going to do in my own practice is hellip
One thing I am going to propose to my subject group is hellip
One thing we should do at Department Institutional level is hellip
One thing I want to say is hellip
Taking this forward in your practiceDecide whom is an A and whom a B
A speaks and B listens 3 mins
What I am provisionally taking forward
into my own practice is hellip
B speaks and A listens hellip2 mins
Some suggestions I have are hellip
Now B speaks and A listens
B speaks and A listens 3 mins
What I am provisionally taking forward
into my own practice is hellip
A speaks and B listens hellip2 mins
Some suggestions I have are hellip
Disciplinary Perspectives
Why Disciplines Might Be Significant Logical Hypotheses
bull Disciplines are academic lsquocommunities of practicersquo
bull The nature ofextent of research in the discipline may varybe significant
bull The nature of the fundingorganisation of research in the discipline may
be significant
bull The nature ofrole of scholarship in the discipline may varybe significant
bull The nature of pedagogy in the discipline may be different
bull The nature of how research is taught in the discipline may be significant
bull The importance of research as taught in the discipline may be significant
bull The nature of the staff and or student culture across the discipline may be
significant
bull The importance of research to future student rolesemployability may be
significant
What is
research
Breaking new ground moving
forward exploration and
discovery
How visible is it Laboratories and machinery (ie
tools) but often behind closed
doors
Where is it
located
Out there at a higher level
Who does it Lecturers
Students experience of learning in a research environment Physics handout p 7
Source Robertson and Blackler (2006)
What is
research
Gathering information in the
world answering a question
How visible is it Most visible in the field
Where is it
located
Out there in the field
Who does it Lecturers and (increasingly over
time) students
Students experience of learning in a research environment Geography handout p 7
Source Robertson and Blackler (2006)
What is
research
Looking into gathering putting
it together a focus of interest
How visible is it Not tangibly visible but apparent
in the dialogue
Where is it
located
In the library in the head
Who does it Lecturers and students
Students experience of learning in a research environment English Handout p 7
Source Robertson and Blackler (2006)
Study of Physics and English faculty in two US institutions
In Physics the links lay in the way that undergraduates and
postgraduates could be involved in (staff) research for
much of the research was team basedthe potential and
actual links lay in the organisation of research and
pedagogy Much of the pedagogy was enquiry-based
In English the connections between research and scholarship
were strong indeed the distinctions between research
and scholarship were hard to drawThe teaching-research
connections lay more in the content of the curriculum
(Colbeck 1998)
Discuss teaching research relationships in your course team department or Faculty
Nexus rdquois a connection usually where multiple
elements meetrdquo Wikipedia
Teaching and research relations in my course
team department are like These analogies my
help
lsquolove and marriagersquo lsquo a horse and carriagersquo or
lsquostrangers in the nightrsquo (Sinatra F)
Departmental Relationships
One Research Study in UK Built Environment
departments (Urban Planning) Brookes
Sheffield Hallam Westminster and
University of West of England
Teaching was organised Research was
organised little was done to bring them
together
QAA Scotland Research Teaching Linkages httpwwwenhancementthemesacukdocumentsResearchTeachingQAA292Overview260509pdf
Areas for development
1048698 While there are wide-ranging innovative examples of practice and policy in all institutions
much of this is implicit and not systematically developed or supported
1048698 While the evidence was strong of effective examples of practice at final-year level(for example some
form of research project) institutions departments and schools need to ensure that
these research attributes are developed systematically through programmes in a
structured manner from year one
1048698 There is a sense that the issues were better understood and supported by staff heavily engaged in
teaching and not really understood or supported by those with a major focus on research
1048698 Attention needs to be given to ensuring that students are aware of and understand the
importance of research-based attributes for their future employability and success
as lifelong learners Course teams need to develop waysthat support students understanding
of these attributes and their belief in how they can aid their future employment and involvement
in civic life ( emphasis added)
Considering two case studies
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes) and Engineering at Imperial p 32
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
What that those departments done to try to bring together teaching and research
What are the similarities and the differences between their strategies
Group Task Departmental Case Studies pp 29-38
Discuss one or more of the case studies ndashand then agree on one
statement worth making as to its value to your
department(s) Faculty this institution
31 Biosciences Chemistry Medicine and Health Sciences
32 Engineering and Mathematics
33 Arts and Social Sciences
34 Geography Earth and Environmental Sciences
35 Developing research skills and academic practices
36 Re-designing Spaces
Note Annex One Linking Teaching and Research in Departments p 40
Questions and Strategies
bull Curriculum and research-based learning
bull Management organisational structure
and staffing at departmental level
bull Inclusive culture
Isssues of Multi and Interdisciplinarity
Internationally hellipfew students now do a single subject degree
Study of long term impact of a degree at Oxford Polytechnic Oxford Brookes
where students studied two subjects Selected geography students
interviewed 5101520 years after graduation
For many this was first time they had been asked to consider their overall
degree relationships between the two subjects they had studied
Jenkins A Jones L and Ward A ( 2001 ) The long -term effect of a degree on
graduate lives Studies in Higher Education 26(2)149-163
Two lsquosolutionsrsquo
Interdisciplinary seminars
Final Year Capstone Courses
httpwwwheacademyacukprojectsdetailntfs
ntfsproject_Gloucestershire10
Remember ldquoWe need to maximise the (potential) synergies and minimise the conflicts
This requires actions at a variety of levelsrdquo
Annex 1 Linking Teaching and Research in Departments
Questions and Strategies p 40
Annex 2 Strategies for Linking Teaching and Research within
Courses and Programmes p41
Annex 3 Institutional Strategies to Link Teaching and
Research A Framework p42
Annex 4 Possible strategies for national and international
organisations pp42-3
My conclusions
bull Understanding the complexity of knowledge lies at
the centre of what makes HIGHER education distinctive
bull That requires purposeful action at a variety of levels
bull In onersquos own teaching and to an extent at course team and
departmental level one does have some freedom of action And
perhaps you can in part shape your research to link with your
teaching
bull Bringing your teaching and research more effectively together can
help you balance what can be competing demands on your time and
attention
bull These issues will shape your whole careerif you are an early career
academic one needs now to focus on what is in your lsquocontrolrsquo but look
to the future hellip
A Conclusion
A Round One thing I am going to do in my own practice is hellip
One thing I am going to propose to my subject group is hellip
One thing we should do at Department Institutional level is hellip
One thing I want to say is hellip
Now B speaks and A listens
B speaks and A listens 3 mins
What I am provisionally taking forward
into my own practice is hellip
A speaks and B listens hellip2 mins
Some suggestions I have are hellip
Disciplinary Perspectives
Why Disciplines Might Be Significant Logical Hypotheses
bull Disciplines are academic lsquocommunities of practicersquo
bull The nature ofextent of research in the discipline may varybe significant
bull The nature of the fundingorganisation of research in the discipline may
be significant
bull The nature ofrole of scholarship in the discipline may varybe significant
bull The nature of pedagogy in the discipline may be different
bull The nature of how research is taught in the discipline may be significant
bull The importance of research as taught in the discipline may be significant
bull The nature of the staff and or student culture across the discipline may be
significant
bull The importance of research to future student rolesemployability may be
significant
What is
research
Breaking new ground moving
forward exploration and
discovery
How visible is it Laboratories and machinery (ie
tools) but often behind closed
doors
Where is it
located
Out there at a higher level
Who does it Lecturers
Students experience of learning in a research environment Physics handout p 7
Source Robertson and Blackler (2006)
What is
research
Gathering information in the
world answering a question
How visible is it Most visible in the field
Where is it
located
Out there in the field
Who does it Lecturers and (increasingly over
time) students
Students experience of learning in a research environment Geography handout p 7
Source Robertson and Blackler (2006)
What is
research
Looking into gathering putting
it together a focus of interest
How visible is it Not tangibly visible but apparent
in the dialogue
Where is it
located
In the library in the head
Who does it Lecturers and students
Students experience of learning in a research environment English Handout p 7
Source Robertson and Blackler (2006)
Study of Physics and English faculty in two US institutions
In Physics the links lay in the way that undergraduates and
postgraduates could be involved in (staff) research for
much of the research was team basedthe potential and
actual links lay in the organisation of research and
pedagogy Much of the pedagogy was enquiry-based
In English the connections between research and scholarship
were strong indeed the distinctions between research
and scholarship were hard to drawThe teaching-research
connections lay more in the content of the curriculum
(Colbeck 1998)
Discuss teaching research relationships in your course team department or Faculty
Nexus rdquois a connection usually where multiple
elements meetrdquo Wikipedia
Teaching and research relations in my course
team department are like These analogies my
help
lsquolove and marriagersquo lsquo a horse and carriagersquo or
lsquostrangers in the nightrsquo (Sinatra F)
Departmental Relationships
One Research Study in UK Built Environment
departments (Urban Planning) Brookes
Sheffield Hallam Westminster and
University of West of England
Teaching was organised Research was
organised little was done to bring them
together
QAA Scotland Research Teaching Linkages httpwwwenhancementthemesacukdocumentsResearchTeachingQAA292Overview260509pdf
Areas for development
1048698 While there are wide-ranging innovative examples of practice and policy in all institutions
much of this is implicit and not systematically developed or supported
1048698 While the evidence was strong of effective examples of practice at final-year level(for example some
form of research project) institutions departments and schools need to ensure that
these research attributes are developed systematically through programmes in a
structured manner from year one
1048698 There is a sense that the issues were better understood and supported by staff heavily engaged in
teaching and not really understood or supported by those with a major focus on research
1048698 Attention needs to be given to ensuring that students are aware of and understand the
importance of research-based attributes for their future employability and success
as lifelong learners Course teams need to develop waysthat support students understanding
of these attributes and their belief in how they can aid their future employment and involvement
in civic life ( emphasis added)
Considering two case studies
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes) and Engineering at Imperial p 32
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
What that those departments done to try to bring together teaching and research
What are the similarities and the differences between their strategies
Group Task Departmental Case Studies pp 29-38
Discuss one or more of the case studies ndashand then agree on one
statement worth making as to its value to your
department(s) Faculty this institution
31 Biosciences Chemistry Medicine and Health Sciences
32 Engineering and Mathematics
33 Arts and Social Sciences
34 Geography Earth and Environmental Sciences
35 Developing research skills and academic practices
36 Re-designing Spaces
Note Annex One Linking Teaching and Research in Departments p 40
Questions and Strategies
bull Curriculum and research-based learning
bull Management organisational structure
and staffing at departmental level
bull Inclusive culture
Isssues of Multi and Interdisciplinarity
Internationally hellipfew students now do a single subject degree
Study of long term impact of a degree at Oxford Polytechnic Oxford Brookes
where students studied two subjects Selected geography students
interviewed 5101520 years after graduation
For many this was first time they had been asked to consider their overall
degree relationships between the two subjects they had studied
Jenkins A Jones L and Ward A ( 2001 ) The long -term effect of a degree on
graduate lives Studies in Higher Education 26(2)149-163
Two lsquosolutionsrsquo
Interdisciplinary seminars
Final Year Capstone Courses
httpwwwheacademyacukprojectsdetailntfs
ntfsproject_Gloucestershire10
Remember ldquoWe need to maximise the (potential) synergies and minimise the conflicts
This requires actions at a variety of levelsrdquo
Annex 1 Linking Teaching and Research in Departments
Questions and Strategies p 40
Annex 2 Strategies for Linking Teaching and Research within
Courses and Programmes p41
Annex 3 Institutional Strategies to Link Teaching and
Research A Framework p42
Annex 4 Possible strategies for national and international
organisations pp42-3
My conclusions
bull Understanding the complexity of knowledge lies at
the centre of what makes HIGHER education distinctive
bull That requires purposeful action at a variety of levels
bull In onersquos own teaching and to an extent at course team and
departmental level one does have some freedom of action And
perhaps you can in part shape your research to link with your
teaching
bull Bringing your teaching and research more effectively together can
help you balance what can be competing demands on your time and
attention
bull These issues will shape your whole careerif you are an early career
academic one needs now to focus on what is in your lsquocontrolrsquo but look
to the future hellip
A Conclusion
A Round One thing I am going to do in my own practice is hellip
One thing I am going to propose to my subject group is hellip
One thing we should do at Department Institutional level is hellip
One thing I want to say is hellip
Disciplinary Perspectives
Why Disciplines Might Be Significant Logical Hypotheses
bull Disciplines are academic lsquocommunities of practicersquo
bull The nature ofextent of research in the discipline may varybe significant
bull The nature of the fundingorganisation of research in the discipline may
be significant
bull The nature ofrole of scholarship in the discipline may varybe significant
bull The nature of pedagogy in the discipline may be different
bull The nature of how research is taught in the discipline may be significant
bull The importance of research as taught in the discipline may be significant
bull The nature of the staff and or student culture across the discipline may be
significant
bull The importance of research to future student rolesemployability may be
significant
What is
research
Breaking new ground moving
forward exploration and
discovery
How visible is it Laboratories and machinery (ie
tools) but often behind closed
doors
Where is it
located
Out there at a higher level
Who does it Lecturers
Students experience of learning in a research environment Physics handout p 7
Source Robertson and Blackler (2006)
What is
research
Gathering information in the
world answering a question
How visible is it Most visible in the field
Where is it
located
Out there in the field
Who does it Lecturers and (increasingly over
time) students
Students experience of learning in a research environment Geography handout p 7
Source Robertson and Blackler (2006)
What is
research
Looking into gathering putting
it together a focus of interest
How visible is it Not tangibly visible but apparent
in the dialogue
Where is it
located
In the library in the head
Who does it Lecturers and students
Students experience of learning in a research environment English Handout p 7
Source Robertson and Blackler (2006)
Study of Physics and English faculty in two US institutions
In Physics the links lay in the way that undergraduates and
postgraduates could be involved in (staff) research for
much of the research was team basedthe potential and
actual links lay in the organisation of research and
pedagogy Much of the pedagogy was enquiry-based
In English the connections between research and scholarship
were strong indeed the distinctions between research
and scholarship were hard to drawThe teaching-research
connections lay more in the content of the curriculum
(Colbeck 1998)
Discuss teaching research relationships in your course team department or Faculty
Nexus rdquois a connection usually where multiple
elements meetrdquo Wikipedia
Teaching and research relations in my course
team department are like These analogies my
help
lsquolove and marriagersquo lsquo a horse and carriagersquo or
lsquostrangers in the nightrsquo (Sinatra F)
Departmental Relationships
One Research Study in UK Built Environment
departments (Urban Planning) Brookes
Sheffield Hallam Westminster and
University of West of England
Teaching was organised Research was
organised little was done to bring them
together
QAA Scotland Research Teaching Linkages httpwwwenhancementthemesacukdocumentsResearchTeachingQAA292Overview260509pdf
Areas for development
1048698 While there are wide-ranging innovative examples of practice and policy in all institutions
much of this is implicit and not systematically developed or supported
1048698 While the evidence was strong of effective examples of practice at final-year level(for example some
form of research project) institutions departments and schools need to ensure that
these research attributes are developed systematically through programmes in a
structured manner from year one
1048698 There is a sense that the issues were better understood and supported by staff heavily engaged in
teaching and not really understood or supported by those with a major focus on research
1048698 Attention needs to be given to ensuring that students are aware of and understand the
importance of research-based attributes for their future employability and success
as lifelong learners Course teams need to develop waysthat support students understanding
of these attributes and their belief in how they can aid their future employment and involvement
in civic life ( emphasis added)
Considering two case studies
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes) and Engineering at Imperial p 32
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
What that those departments done to try to bring together teaching and research
What are the similarities and the differences between their strategies
Group Task Departmental Case Studies pp 29-38
Discuss one or more of the case studies ndashand then agree on one
statement worth making as to its value to your
department(s) Faculty this institution
31 Biosciences Chemistry Medicine and Health Sciences
32 Engineering and Mathematics
33 Arts and Social Sciences
34 Geography Earth and Environmental Sciences
35 Developing research skills and academic practices
36 Re-designing Spaces
Note Annex One Linking Teaching and Research in Departments p 40
Questions and Strategies
bull Curriculum and research-based learning
bull Management organisational structure
and staffing at departmental level
bull Inclusive culture
Isssues of Multi and Interdisciplinarity
Internationally hellipfew students now do a single subject degree
Study of long term impact of a degree at Oxford Polytechnic Oxford Brookes
where students studied two subjects Selected geography students
interviewed 5101520 years after graduation
For many this was first time they had been asked to consider their overall
degree relationships between the two subjects they had studied
Jenkins A Jones L and Ward A ( 2001 ) The long -term effect of a degree on
graduate lives Studies in Higher Education 26(2)149-163
Two lsquosolutionsrsquo
Interdisciplinary seminars
Final Year Capstone Courses
httpwwwheacademyacukprojectsdetailntfs
ntfsproject_Gloucestershire10
Remember ldquoWe need to maximise the (potential) synergies and minimise the conflicts
This requires actions at a variety of levelsrdquo
Annex 1 Linking Teaching and Research in Departments
Questions and Strategies p 40
Annex 2 Strategies for Linking Teaching and Research within
Courses and Programmes p41
Annex 3 Institutional Strategies to Link Teaching and
Research A Framework p42
Annex 4 Possible strategies for national and international
organisations pp42-3
My conclusions
bull Understanding the complexity of knowledge lies at
the centre of what makes HIGHER education distinctive
bull That requires purposeful action at a variety of levels
bull In onersquos own teaching and to an extent at course team and
departmental level one does have some freedom of action And
perhaps you can in part shape your research to link with your
teaching
bull Bringing your teaching and research more effectively together can
help you balance what can be competing demands on your time and
attention
bull These issues will shape your whole careerif you are an early career
academic one needs now to focus on what is in your lsquocontrolrsquo but look
to the future hellip
A Conclusion
A Round One thing I am going to do in my own practice is hellip
One thing I am going to propose to my subject group is hellip
One thing we should do at Department Institutional level is hellip
One thing I want to say is hellip
What is
research
Breaking new ground moving
forward exploration and
discovery
How visible is it Laboratories and machinery (ie
tools) but often behind closed
doors
Where is it
located
Out there at a higher level
Who does it Lecturers
Students experience of learning in a research environment Physics handout p 7
Source Robertson and Blackler (2006)
What is
research
Gathering information in the
world answering a question
How visible is it Most visible in the field
Where is it
located
Out there in the field
Who does it Lecturers and (increasingly over
time) students
Students experience of learning in a research environment Geography handout p 7
Source Robertson and Blackler (2006)
What is
research
Looking into gathering putting
it together a focus of interest
How visible is it Not tangibly visible but apparent
in the dialogue
Where is it
located
In the library in the head
Who does it Lecturers and students
Students experience of learning in a research environment English Handout p 7
Source Robertson and Blackler (2006)
Study of Physics and English faculty in two US institutions
In Physics the links lay in the way that undergraduates and
postgraduates could be involved in (staff) research for
much of the research was team basedthe potential and
actual links lay in the organisation of research and
pedagogy Much of the pedagogy was enquiry-based
In English the connections between research and scholarship
were strong indeed the distinctions between research
and scholarship were hard to drawThe teaching-research
connections lay more in the content of the curriculum
(Colbeck 1998)
Discuss teaching research relationships in your course team department or Faculty
Nexus rdquois a connection usually where multiple
elements meetrdquo Wikipedia
Teaching and research relations in my course
team department are like These analogies my
help
lsquolove and marriagersquo lsquo a horse and carriagersquo or
lsquostrangers in the nightrsquo (Sinatra F)
Departmental Relationships
One Research Study in UK Built Environment
departments (Urban Planning) Brookes
Sheffield Hallam Westminster and
University of West of England
Teaching was organised Research was
organised little was done to bring them
together
QAA Scotland Research Teaching Linkages httpwwwenhancementthemesacukdocumentsResearchTeachingQAA292Overview260509pdf
Areas for development
1048698 While there are wide-ranging innovative examples of practice and policy in all institutions
much of this is implicit and not systematically developed or supported
1048698 While the evidence was strong of effective examples of practice at final-year level(for example some
form of research project) institutions departments and schools need to ensure that
these research attributes are developed systematically through programmes in a
structured manner from year one
1048698 There is a sense that the issues were better understood and supported by staff heavily engaged in
teaching and not really understood or supported by those with a major focus on research
1048698 Attention needs to be given to ensuring that students are aware of and understand the
importance of research-based attributes for their future employability and success
as lifelong learners Course teams need to develop waysthat support students understanding
of these attributes and their belief in how they can aid their future employment and involvement
in civic life ( emphasis added)
Considering two case studies
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes) and Engineering at Imperial p 32
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
What that those departments done to try to bring together teaching and research
What are the similarities and the differences between their strategies
Group Task Departmental Case Studies pp 29-38
Discuss one or more of the case studies ndashand then agree on one
statement worth making as to its value to your
department(s) Faculty this institution
31 Biosciences Chemistry Medicine and Health Sciences
32 Engineering and Mathematics
33 Arts and Social Sciences
34 Geography Earth and Environmental Sciences
35 Developing research skills and academic practices
36 Re-designing Spaces
Note Annex One Linking Teaching and Research in Departments p 40
Questions and Strategies
bull Curriculum and research-based learning
bull Management organisational structure
and staffing at departmental level
bull Inclusive culture
Isssues of Multi and Interdisciplinarity
Internationally hellipfew students now do a single subject degree
Study of long term impact of a degree at Oxford Polytechnic Oxford Brookes
where students studied two subjects Selected geography students
interviewed 5101520 years after graduation
For many this was first time they had been asked to consider their overall
degree relationships between the two subjects they had studied
Jenkins A Jones L and Ward A ( 2001 ) The long -term effect of a degree on
graduate lives Studies in Higher Education 26(2)149-163
Two lsquosolutionsrsquo
Interdisciplinary seminars
Final Year Capstone Courses
httpwwwheacademyacukprojectsdetailntfs
ntfsproject_Gloucestershire10
Remember ldquoWe need to maximise the (potential) synergies and minimise the conflicts
This requires actions at a variety of levelsrdquo
Annex 1 Linking Teaching and Research in Departments
Questions and Strategies p 40
Annex 2 Strategies for Linking Teaching and Research within
Courses and Programmes p41
Annex 3 Institutional Strategies to Link Teaching and
Research A Framework p42
Annex 4 Possible strategies for national and international
organisations pp42-3
My conclusions
bull Understanding the complexity of knowledge lies at
the centre of what makes HIGHER education distinctive
bull That requires purposeful action at a variety of levels
bull In onersquos own teaching and to an extent at course team and
departmental level one does have some freedom of action And
perhaps you can in part shape your research to link with your
teaching
bull Bringing your teaching and research more effectively together can
help you balance what can be competing demands on your time and
attention
bull These issues will shape your whole careerif you are an early career
academic one needs now to focus on what is in your lsquocontrolrsquo but look
to the future hellip
A Conclusion
A Round One thing I am going to do in my own practice is hellip
One thing I am going to propose to my subject group is hellip
One thing we should do at Department Institutional level is hellip
One thing I want to say is hellip
What is
research
Gathering information in the
world answering a question
How visible is it Most visible in the field
Where is it
located
Out there in the field
Who does it Lecturers and (increasingly over
time) students
Students experience of learning in a research environment Geography handout p 7
Source Robertson and Blackler (2006)
What is
research
Looking into gathering putting
it together a focus of interest
How visible is it Not tangibly visible but apparent
in the dialogue
Where is it
located
In the library in the head
Who does it Lecturers and students
Students experience of learning in a research environment English Handout p 7
Source Robertson and Blackler (2006)
Study of Physics and English faculty in two US institutions
In Physics the links lay in the way that undergraduates and
postgraduates could be involved in (staff) research for
much of the research was team basedthe potential and
actual links lay in the organisation of research and
pedagogy Much of the pedagogy was enquiry-based
In English the connections between research and scholarship
were strong indeed the distinctions between research
and scholarship were hard to drawThe teaching-research
connections lay more in the content of the curriculum
(Colbeck 1998)
Discuss teaching research relationships in your course team department or Faculty
Nexus rdquois a connection usually where multiple
elements meetrdquo Wikipedia
Teaching and research relations in my course
team department are like These analogies my
help
lsquolove and marriagersquo lsquo a horse and carriagersquo or
lsquostrangers in the nightrsquo (Sinatra F)
Departmental Relationships
One Research Study in UK Built Environment
departments (Urban Planning) Brookes
Sheffield Hallam Westminster and
University of West of England
Teaching was organised Research was
organised little was done to bring them
together
QAA Scotland Research Teaching Linkages httpwwwenhancementthemesacukdocumentsResearchTeachingQAA292Overview260509pdf
Areas for development
1048698 While there are wide-ranging innovative examples of practice and policy in all institutions
much of this is implicit and not systematically developed or supported
1048698 While the evidence was strong of effective examples of practice at final-year level(for example some
form of research project) institutions departments and schools need to ensure that
these research attributes are developed systematically through programmes in a
structured manner from year one
1048698 There is a sense that the issues were better understood and supported by staff heavily engaged in
teaching and not really understood or supported by those with a major focus on research
1048698 Attention needs to be given to ensuring that students are aware of and understand the
importance of research-based attributes for their future employability and success
as lifelong learners Course teams need to develop waysthat support students understanding
of these attributes and their belief in how they can aid their future employment and involvement
in civic life ( emphasis added)
Considering two case studies
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes) and Engineering at Imperial p 32
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
What that those departments done to try to bring together teaching and research
What are the similarities and the differences between their strategies
Group Task Departmental Case Studies pp 29-38
Discuss one or more of the case studies ndashand then agree on one
statement worth making as to its value to your
department(s) Faculty this institution
31 Biosciences Chemistry Medicine and Health Sciences
32 Engineering and Mathematics
33 Arts and Social Sciences
34 Geography Earth and Environmental Sciences
35 Developing research skills and academic practices
36 Re-designing Spaces
Note Annex One Linking Teaching and Research in Departments p 40
Questions and Strategies
bull Curriculum and research-based learning
bull Management organisational structure
and staffing at departmental level
bull Inclusive culture
Isssues of Multi and Interdisciplinarity
Internationally hellipfew students now do a single subject degree
Study of long term impact of a degree at Oxford Polytechnic Oxford Brookes
where students studied two subjects Selected geography students
interviewed 5101520 years after graduation
For many this was first time they had been asked to consider their overall
degree relationships between the two subjects they had studied
Jenkins A Jones L and Ward A ( 2001 ) The long -term effect of a degree on
graduate lives Studies in Higher Education 26(2)149-163
Two lsquosolutionsrsquo
Interdisciplinary seminars
Final Year Capstone Courses
httpwwwheacademyacukprojectsdetailntfs
ntfsproject_Gloucestershire10
Remember ldquoWe need to maximise the (potential) synergies and minimise the conflicts
This requires actions at a variety of levelsrdquo
Annex 1 Linking Teaching and Research in Departments
Questions and Strategies p 40
Annex 2 Strategies for Linking Teaching and Research within
Courses and Programmes p41
Annex 3 Institutional Strategies to Link Teaching and
Research A Framework p42
Annex 4 Possible strategies for national and international
organisations pp42-3
My conclusions
bull Understanding the complexity of knowledge lies at
the centre of what makes HIGHER education distinctive
bull That requires purposeful action at a variety of levels
bull In onersquos own teaching and to an extent at course team and
departmental level one does have some freedom of action And
perhaps you can in part shape your research to link with your
teaching
bull Bringing your teaching and research more effectively together can
help you balance what can be competing demands on your time and
attention
bull These issues will shape your whole careerif you are an early career
academic one needs now to focus on what is in your lsquocontrolrsquo but look
to the future hellip
A Conclusion
A Round One thing I am going to do in my own practice is hellip
One thing I am going to propose to my subject group is hellip
One thing we should do at Department Institutional level is hellip
One thing I want to say is hellip
What is
research
Looking into gathering putting
it together a focus of interest
How visible is it Not tangibly visible but apparent
in the dialogue
Where is it
located
In the library in the head
Who does it Lecturers and students
Students experience of learning in a research environment English Handout p 7
Source Robertson and Blackler (2006)
Study of Physics and English faculty in two US institutions
In Physics the links lay in the way that undergraduates and
postgraduates could be involved in (staff) research for
much of the research was team basedthe potential and
actual links lay in the organisation of research and
pedagogy Much of the pedagogy was enquiry-based
In English the connections between research and scholarship
were strong indeed the distinctions between research
and scholarship were hard to drawThe teaching-research
connections lay more in the content of the curriculum
(Colbeck 1998)
Discuss teaching research relationships in your course team department or Faculty
Nexus rdquois a connection usually where multiple
elements meetrdquo Wikipedia
Teaching and research relations in my course
team department are like These analogies my
help
lsquolove and marriagersquo lsquo a horse and carriagersquo or
lsquostrangers in the nightrsquo (Sinatra F)
Departmental Relationships
One Research Study in UK Built Environment
departments (Urban Planning) Brookes
Sheffield Hallam Westminster and
University of West of England
Teaching was organised Research was
organised little was done to bring them
together
QAA Scotland Research Teaching Linkages httpwwwenhancementthemesacukdocumentsResearchTeachingQAA292Overview260509pdf
Areas for development
1048698 While there are wide-ranging innovative examples of practice and policy in all institutions
much of this is implicit and not systematically developed or supported
1048698 While the evidence was strong of effective examples of practice at final-year level(for example some
form of research project) institutions departments and schools need to ensure that
these research attributes are developed systematically through programmes in a
structured manner from year one
1048698 There is a sense that the issues were better understood and supported by staff heavily engaged in
teaching and not really understood or supported by those with a major focus on research
1048698 Attention needs to be given to ensuring that students are aware of and understand the
importance of research-based attributes for their future employability and success
as lifelong learners Course teams need to develop waysthat support students understanding
of these attributes and their belief in how they can aid their future employment and involvement
in civic life ( emphasis added)
Considering two case studies
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes) and Engineering at Imperial p 32
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
What that those departments done to try to bring together teaching and research
What are the similarities and the differences between their strategies
Group Task Departmental Case Studies pp 29-38
Discuss one or more of the case studies ndashand then agree on one
statement worth making as to its value to your
department(s) Faculty this institution
31 Biosciences Chemistry Medicine and Health Sciences
32 Engineering and Mathematics
33 Arts and Social Sciences
34 Geography Earth and Environmental Sciences
35 Developing research skills and academic practices
36 Re-designing Spaces
Note Annex One Linking Teaching and Research in Departments p 40
Questions and Strategies
bull Curriculum and research-based learning
bull Management organisational structure
and staffing at departmental level
bull Inclusive culture
Isssues of Multi and Interdisciplinarity
Internationally hellipfew students now do a single subject degree
Study of long term impact of a degree at Oxford Polytechnic Oxford Brookes
where students studied two subjects Selected geography students
interviewed 5101520 years after graduation
For many this was first time they had been asked to consider their overall
degree relationships between the two subjects they had studied
Jenkins A Jones L and Ward A ( 2001 ) The long -term effect of a degree on
graduate lives Studies in Higher Education 26(2)149-163
Two lsquosolutionsrsquo
Interdisciplinary seminars
Final Year Capstone Courses
httpwwwheacademyacukprojectsdetailntfs
ntfsproject_Gloucestershire10
Remember ldquoWe need to maximise the (potential) synergies and minimise the conflicts
This requires actions at a variety of levelsrdquo
Annex 1 Linking Teaching and Research in Departments
Questions and Strategies p 40
Annex 2 Strategies for Linking Teaching and Research within
Courses and Programmes p41
Annex 3 Institutional Strategies to Link Teaching and
Research A Framework p42
Annex 4 Possible strategies for national and international
organisations pp42-3
My conclusions
bull Understanding the complexity of knowledge lies at
the centre of what makes HIGHER education distinctive
bull That requires purposeful action at a variety of levels
bull In onersquos own teaching and to an extent at course team and
departmental level one does have some freedom of action And
perhaps you can in part shape your research to link with your
teaching
bull Bringing your teaching and research more effectively together can
help you balance what can be competing demands on your time and
attention
bull These issues will shape your whole careerif you are an early career
academic one needs now to focus on what is in your lsquocontrolrsquo but look
to the future hellip
A Conclusion
A Round One thing I am going to do in my own practice is hellip
One thing I am going to propose to my subject group is hellip
One thing we should do at Department Institutional level is hellip
One thing I want to say is hellip
Study of Physics and English faculty in two US institutions
In Physics the links lay in the way that undergraduates and
postgraduates could be involved in (staff) research for
much of the research was team basedthe potential and
actual links lay in the organisation of research and
pedagogy Much of the pedagogy was enquiry-based
In English the connections between research and scholarship
were strong indeed the distinctions between research
and scholarship were hard to drawThe teaching-research
connections lay more in the content of the curriculum
(Colbeck 1998)
Discuss teaching research relationships in your course team department or Faculty
Nexus rdquois a connection usually where multiple
elements meetrdquo Wikipedia
Teaching and research relations in my course
team department are like These analogies my
help
lsquolove and marriagersquo lsquo a horse and carriagersquo or
lsquostrangers in the nightrsquo (Sinatra F)
Departmental Relationships
One Research Study in UK Built Environment
departments (Urban Planning) Brookes
Sheffield Hallam Westminster and
University of West of England
Teaching was organised Research was
organised little was done to bring them
together
QAA Scotland Research Teaching Linkages httpwwwenhancementthemesacukdocumentsResearchTeachingQAA292Overview260509pdf
Areas for development
1048698 While there are wide-ranging innovative examples of practice and policy in all institutions
much of this is implicit and not systematically developed or supported
1048698 While the evidence was strong of effective examples of practice at final-year level(for example some
form of research project) institutions departments and schools need to ensure that
these research attributes are developed systematically through programmes in a
structured manner from year one
1048698 There is a sense that the issues were better understood and supported by staff heavily engaged in
teaching and not really understood or supported by those with a major focus on research
1048698 Attention needs to be given to ensuring that students are aware of and understand the
importance of research-based attributes for their future employability and success
as lifelong learners Course teams need to develop waysthat support students understanding
of these attributes and their belief in how they can aid their future employment and involvement
in civic life ( emphasis added)
Considering two case studies
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes) and Engineering at Imperial p 32
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
What that those departments done to try to bring together teaching and research
What are the similarities and the differences between their strategies
Group Task Departmental Case Studies pp 29-38
Discuss one or more of the case studies ndashand then agree on one
statement worth making as to its value to your
department(s) Faculty this institution
31 Biosciences Chemistry Medicine and Health Sciences
32 Engineering and Mathematics
33 Arts and Social Sciences
34 Geography Earth and Environmental Sciences
35 Developing research skills and academic practices
36 Re-designing Spaces
Note Annex One Linking Teaching and Research in Departments p 40
Questions and Strategies
bull Curriculum and research-based learning
bull Management organisational structure
and staffing at departmental level
bull Inclusive culture
Isssues of Multi and Interdisciplinarity
Internationally hellipfew students now do a single subject degree
Study of long term impact of a degree at Oxford Polytechnic Oxford Brookes
where students studied two subjects Selected geography students
interviewed 5101520 years after graduation
For many this was first time they had been asked to consider their overall
degree relationships between the two subjects they had studied
Jenkins A Jones L and Ward A ( 2001 ) The long -term effect of a degree on
graduate lives Studies in Higher Education 26(2)149-163
Two lsquosolutionsrsquo
Interdisciplinary seminars
Final Year Capstone Courses
httpwwwheacademyacukprojectsdetailntfs
ntfsproject_Gloucestershire10
Remember ldquoWe need to maximise the (potential) synergies and minimise the conflicts
This requires actions at a variety of levelsrdquo
Annex 1 Linking Teaching and Research in Departments
Questions and Strategies p 40
Annex 2 Strategies for Linking Teaching and Research within
Courses and Programmes p41
Annex 3 Institutional Strategies to Link Teaching and
Research A Framework p42
Annex 4 Possible strategies for national and international
organisations pp42-3
My conclusions
bull Understanding the complexity of knowledge lies at
the centre of what makes HIGHER education distinctive
bull That requires purposeful action at a variety of levels
bull In onersquos own teaching and to an extent at course team and
departmental level one does have some freedom of action And
perhaps you can in part shape your research to link with your
teaching
bull Bringing your teaching and research more effectively together can
help you balance what can be competing demands on your time and
attention
bull These issues will shape your whole careerif you are an early career
academic one needs now to focus on what is in your lsquocontrolrsquo but look
to the future hellip
A Conclusion
A Round One thing I am going to do in my own practice is hellip
One thing I am going to propose to my subject group is hellip
One thing we should do at Department Institutional level is hellip
One thing I want to say is hellip
Discuss teaching research relationships in your course team department or Faculty
Nexus rdquois a connection usually where multiple
elements meetrdquo Wikipedia
Teaching and research relations in my course
team department are like These analogies my
help
lsquolove and marriagersquo lsquo a horse and carriagersquo or
lsquostrangers in the nightrsquo (Sinatra F)
Departmental Relationships
One Research Study in UK Built Environment
departments (Urban Planning) Brookes
Sheffield Hallam Westminster and
University of West of England
Teaching was organised Research was
organised little was done to bring them
together
QAA Scotland Research Teaching Linkages httpwwwenhancementthemesacukdocumentsResearchTeachingQAA292Overview260509pdf
Areas for development
1048698 While there are wide-ranging innovative examples of practice and policy in all institutions
much of this is implicit and not systematically developed or supported
1048698 While the evidence was strong of effective examples of practice at final-year level(for example some
form of research project) institutions departments and schools need to ensure that
these research attributes are developed systematically through programmes in a
structured manner from year one
1048698 There is a sense that the issues were better understood and supported by staff heavily engaged in
teaching and not really understood or supported by those with a major focus on research
1048698 Attention needs to be given to ensuring that students are aware of and understand the
importance of research-based attributes for their future employability and success
as lifelong learners Course teams need to develop waysthat support students understanding
of these attributes and their belief in how they can aid their future employment and involvement
in civic life ( emphasis added)
Considering two case studies
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes) and Engineering at Imperial p 32
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
What that those departments done to try to bring together teaching and research
What are the similarities and the differences between their strategies
Group Task Departmental Case Studies pp 29-38
Discuss one or more of the case studies ndashand then agree on one
statement worth making as to its value to your
department(s) Faculty this institution
31 Biosciences Chemistry Medicine and Health Sciences
32 Engineering and Mathematics
33 Arts and Social Sciences
34 Geography Earth and Environmental Sciences
35 Developing research skills and academic practices
36 Re-designing Spaces
Note Annex One Linking Teaching and Research in Departments p 40
Questions and Strategies
bull Curriculum and research-based learning
bull Management organisational structure
and staffing at departmental level
bull Inclusive culture
Isssues of Multi and Interdisciplinarity
Internationally hellipfew students now do a single subject degree
Study of long term impact of a degree at Oxford Polytechnic Oxford Brookes
where students studied two subjects Selected geography students
interviewed 5101520 years after graduation
For many this was first time they had been asked to consider their overall
degree relationships between the two subjects they had studied
Jenkins A Jones L and Ward A ( 2001 ) The long -term effect of a degree on
graduate lives Studies in Higher Education 26(2)149-163
Two lsquosolutionsrsquo
Interdisciplinary seminars
Final Year Capstone Courses
httpwwwheacademyacukprojectsdetailntfs
ntfsproject_Gloucestershire10
Remember ldquoWe need to maximise the (potential) synergies and minimise the conflicts
This requires actions at a variety of levelsrdquo
Annex 1 Linking Teaching and Research in Departments
Questions and Strategies p 40
Annex 2 Strategies for Linking Teaching and Research within
Courses and Programmes p41
Annex 3 Institutional Strategies to Link Teaching and
Research A Framework p42
Annex 4 Possible strategies for national and international
organisations pp42-3
My conclusions
bull Understanding the complexity of knowledge lies at
the centre of what makes HIGHER education distinctive
bull That requires purposeful action at a variety of levels
bull In onersquos own teaching and to an extent at course team and
departmental level one does have some freedom of action And
perhaps you can in part shape your research to link with your
teaching
bull Bringing your teaching and research more effectively together can
help you balance what can be competing demands on your time and
attention
bull These issues will shape your whole careerif you are an early career
academic one needs now to focus on what is in your lsquocontrolrsquo but look
to the future hellip
A Conclusion
A Round One thing I am going to do in my own practice is hellip
One thing I am going to propose to my subject group is hellip
One thing we should do at Department Institutional level is hellip
One thing I want to say is hellip
Departmental Relationships
One Research Study in UK Built Environment
departments (Urban Planning) Brookes
Sheffield Hallam Westminster and
University of West of England
Teaching was organised Research was
organised little was done to bring them
together
QAA Scotland Research Teaching Linkages httpwwwenhancementthemesacukdocumentsResearchTeachingQAA292Overview260509pdf
Areas for development
1048698 While there are wide-ranging innovative examples of practice and policy in all institutions
much of this is implicit and not systematically developed or supported
1048698 While the evidence was strong of effective examples of practice at final-year level(for example some
form of research project) institutions departments and schools need to ensure that
these research attributes are developed systematically through programmes in a
structured manner from year one
1048698 There is a sense that the issues were better understood and supported by staff heavily engaged in
teaching and not really understood or supported by those with a major focus on research
1048698 Attention needs to be given to ensuring that students are aware of and understand the
importance of research-based attributes for their future employability and success
as lifelong learners Course teams need to develop waysthat support students understanding
of these attributes and their belief in how they can aid their future employment and involvement
in civic life ( emphasis added)
Considering two case studies
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes) and Engineering at Imperial p 32
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
What that those departments done to try to bring together teaching and research
What are the similarities and the differences between their strategies
Group Task Departmental Case Studies pp 29-38
Discuss one or more of the case studies ndashand then agree on one
statement worth making as to its value to your
department(s) Faculty this institution
31 Biosciences Chemistry Medicine and Health Sciences
32 Engineering and Mathematics
33 Arts and Social Sciences
34 Geography Earth and Environmental Sciences
35 Developing research skills and academic practices
36 Re-designing Spaces
Note Annex One Linking Teaching and Research in Departments p 40
Questions and Strategies
bull Curriculum and research-based learning
bull Management organisational structure
and staffing at departmental level
bull Inclusive culture
Isssues of Multi and Interdisciplinarity
Internationally hellipfew students now do a single subject degree
Study of long term impact of a degree at Oxford Polytechnic Oxford Brookes
where students studied two subjects Selected geography students
interviewed 5101520 years after graduation
For many this was first time they had been asked to consider their overall
degree relationships between the two subjects they had studied
Jenkins A Jones L and Ward A ( 2001 ) The long -term effect of a degree on
graduate lives Studies in Higher Education 26(2)149-163
Two lsquosolutionsrsquo
Interdisciplinary seminars
Final Year Capstone Courses
httpwwwheacademyacukprojectsdetailntfs
ntfsproject_Gloucestershire10
Remember ldquoWe need to maximise the (potential) synergies and minimise the conflicts
This requires actions at a variety of levelsrdquo
Annex 1 Linking Teaching and Research in Departments
Questions and Strategies p 40
Annex 2 Strategies for Linking Teaching and Research within
Courses and Programmes p41
Annex 3 Institutional Strategies to Link Teaching and
Research A Framework p42
Annex 4 Possible strategies for national and international
organisations pp42-3
My conclusions
bull Understanding the complexity of knowledge lies at
the centre of what makes HIGHER education distinctive
bull That requires purposeful action at a variety of levels
bull In onersquos own teaching and to an extent at course team and
departmental level one does have some freedom of action And
perhaps you can in part shape your research to link with your
teaching
bull Bringing your teaching and research more effectively together can
help you balance what can be competing demands on your time and
attention
bull These issues will shape your whole careerif you are an early career
academic one needs now to focus on what is in your lsquocontrolrsquo but look
to the future hellip
A Conclusion
A Round One thing I am going to do in my own practice is hellip
One thing I am going to propose to my subject group is hellip
One thing we should do at Department Institutional level is hellip
One thing I want to say is hellip
QAA Scotland Research Teaching Linkages httpwwwenhancementthemesacukdocumentsResearchTeachingQAA292Overview260509pdf
Areas for development
1048698 While there are wide-ranging innovative examples of practice and policy in all institutions
much of this is implicit and not systematically developed or supported
1048698 While the evidence was strong of effective examples of practice at final-year level(for example some
form of research project) institutions departments and schools need to ensure that
these research attributes are developed systematically through programmes in a
structured manner from year one
1048698 There is a sense that the issues were better understood and supported by staff heavily engaged in
teaching and not really understood or supported by those with a major focus on research
1048698 Attention needs to be given to ensuring that students are aware of and understand the
importance of research-based attributes for their future employability and success
as lifelong learners Course teams need to develop waysthat support students understanding
of these attributes and their belief in how they can aid their future employment and involvement
in civic life ( emphasis added)
Considering two case studies
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes) and Engineering at Imperial p 32
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
What that those departments done to try to bring together teaching and research
What are the similarities and the differences between their strategies
Group Task Departmental Case Studies pp 29-38
Discuss one or more of the case studies ndashand then agree on one
statement worth making as to its value to your
department(s) Faculty this institution
31 Biosciences Chemistry Medicine and Health Sciences
32 Engineering and Mathematics
33 Arts and Social Sciences
34 Geography Earth and Environmental Sciences
35 Developing research skills and academic practices
36 Re-designing Spaces
Note Annex One Linking Teaching and Research in Departments p 40
Questions and Strategies
bull Curriculum and research-based learning
bull Management organisational structure
and staffing at departmental level
bull Inclusive culture
Isssues of Multi and Interdisciplinarity
Internationally hellipfew students now do a single subject degree
Study of long term impact of a degree at Oxford Polytechnic Oxford Brookes
where students studied two subjects Selected geography students
interviewed 5101520 years after graduation
For many this was first time they had been asked to consider their overall
degree relationships between the two subjects they had studied
Jenkins A Jones L and Ward A ( 2001 ) The long -term effect of a degree on
graduate lives Studies in Higher Education 26(2)149-163
Two lsquosolutionsrsquo
Interdisciplinary seminars
Final Year Capstone Courses
httpwwwheacademyacukprojectsdetailntfs
ntfsproject_Gloucestershire10
Remember ldquoWe need to maximise the (potential) synergies and minimise the conflicts
This requires actions at a variety of levelsrdquo
Annex 1 Linking Teaching and Research in Departments
Questions and Strategies p 40
Annex 2 Strategies for Linking Teaching and Research within
Courses and Programmes p41
Annex 3 Institutional Strategies to Link Teaching and
Research A Framework p42
Annex 4 Possible strategies for national and international
organisations pp42-3
My conclusions
bull Understanding the complexity of knowledge lies at
the centre of what makes HIGHER education distinctive
bull That requires purposeful action at a variety of levels
bull In onersquos own teaching and to an extent at course team and
departmental level one does have some freedom of action And
perhaps you can in part shape your research to link with your
teaching
bull Bringing your teaching and research more effectively together can
help you balance what can be competing demands on your time and
attention
bull These issues will shape your whole careerif you are an early career
academic one needs now to focus on what is in your lsquocontrolrsquo but look
to the future hellip
A Conclusion
A Round One thing I am going to do in my own practice is hellip
One thing I am going to propose to my subject group is hellip
One thing we should do at Department Institutional level is hellip
One thing I want to say is hellip
Considering two case studies
Consider the case study of geography at University College London page 17 ( ignore Oxford Brookes) and Engineering at Imperial p 32
Donrsquot get lost in is this lsquogoodrsquo or lsquobadrsquo practice Letrsquos see it as lsquointeresting practicersquo
What that those departments done to try to bring together teaching and research
What are the similarities and the differences between their strategies
Group Task Departmental Case Studies pp 29-38
Discuss one or more of the case studies ndashand then agree on one
statement worth making as to its value to your
department(s) Faculty this institution
31 Biosciences Chemistry Medicine and Health Sciences
32 Engineering and Mathematics
33 Arts and Social Sciences
34 Geography Earth and Environmental Sciences
35 Developing research skills and academic practices
36 Re-designing Spaces
Note Annex One Linking Teaching and Research in Departments p 40
Questions and Strategies
bull Curriculum and research-based learning
bull Management organisational structure
and staffing at departmental level
bull Inclusive culture
Isssues of Multi and Interdisciplinarity
Internationally hellipfew students now do a single subject degree
Study of long term impact of a degree at Oxford Polytechnic Oxford Brookes
where students studied two subjects Selected geography students
interviewed 5101520 years after graduation
For many this was first time they had been asked to consider their overall
degree relationships between the two subjects they had studied
Jenkins A Jones L and Ward A ( 2001 ) The long -term effect of a degree on
graduate lives Studies in Higher Education 26(2)149-163
Two lsquosolutionsrsquo
Interdisciplinary seminars
Final Year Capstone Courses
httpwwwheacademyacukprojectsdetailntfs
ntfsproject_Gloucestershire10
Remember ldquoWe need to maximise the (potential) synergies and minimise the conflicts
This requires actions at a variety of levelsrdquo
Annex 1 Linking Teaching and Research in Departments
Questions and Strategies p 40
Annex 2 Strategies for Linking Teaching and Research within
Courses and Programmes p41
Annex 3 Institutional Strategies to Link Teaching and
Research A Framework p42
Annex 4 Possible strategies for national and international
organisations pp42-3
My conclusions
bull Understanding the complexity of knowledge lies at
the centre of what makes HIGHER education distinctive
bull That requires purposeful action at a variety of levels
bull In onersquos own teaching and to an extent at course team and
departmental level one does have some freedom of action And
perhaps you can in part shape your research to link with your
teaching
bull Bringing your teaching and research more effectively together can
help you balance what can be competing demands on your time and
attention
bull These issues will shape your whole careerif you are an early career
academic one needs now to focus on what is in your lsquocontrolrsquo but look
to the future hellip
A Conclusion
A Round One thing I am going to do in my own practice is hellip
One thing I am going to propose to my subject group is hellip
One thing we should do at Department Institutional level is hellip
One thing I want to say is hellip
Group Task Departmental Case Studies pp 29-38
Discuss one or more of the case studies ndashand then agree on one
statement worth making as to its value to your
department(s) Faculty this institution
31 Biosciences Chemistry Medicine and Health Sciences
32 Engineering and Mathematics
33 Arts and Social Sciences
34 Geography Earth and Environmental Sciences
35 Developing research skills and academic practices
36 Re-designing Spaces
Note Annex One Linking Teaching and Research in Departments p 40
Questions and Strategies
bull Curriculum and research-based learning
bull Management organisational structure
and staffing at departmental level
bull Inclusive culture
Isssues of Multi and Interdisciplinarity
Internationally hellipfew students now do a single subject degree
Study of long term impact of a degree at Oxford Polytechnic Oxford Brookes
where students studied two subjects Selected geography students
interviewed 5101520 years after graduation
For many this was first time they had been asked to consider their overall
degree relationships between the two subjects they had studied
Jenkins A Jones L and Ward A ( 2001 ) The long -term effect of a degree on
graduate lives Studies in Higher Education 26(2)149-163
Two lsquosolutionsrsquo
Interdisciplinary seminars
Final Year Capstone Courses
httpwwwheacademyacukprojectsdetailntfs
ntfsproject_Gloucestershire10
Remember ldquoWe need to maximise the (potential) synergies and minimise the conflicts
This requires actions at a variety of levelsrdquo
Annex 1 Linking Teaching and Research in Departments
Questions and Strategies p 40
Annex 2 Strategies for Linking Teaching and Research within
Courses and Programmes p41
Annex 3 Institutional Strategies to Link Teaching and
Research A Framework p42
Annex 4 Possible strategies for national and international
organisations pp42-3
My conclusions
bull Understanding the complexity of knowledge lies at
the centre of what makes HIGHER education distinctive
bull That requires purposeful action at a variety of levels
bull In onersquos own teaching and to an extent at course team and
departmental level one does have some freedom of action And
perhaps you can in part shape your research to link with your
teaching
bull Bringing your teaching and research more effectively together can
help you balance what can be competing demands on your time and
attention
bull These issues will shape your whole careerif you are an early career
academic one needs now to focus on what is in your lsquocontrolrsquo but look
to the future hellip
A Conclusion
A Round One thing I am going to do in my own practice is hellip
One thing I am going to propose to my subject group is hellip
One thing we should do at Department Institutional level is hellip
One thing I want to say is hellip
Note Annex One Linking Teaching and Research in Departments p 40
Questions and Strategies
bull Curriculum and research-based learning
bull Management organisational structure
and staffing at departmental level
bull Inclusive culture
Isssues of Multi and Interdisciplinarity
Internationally hellipfew students now do a single subject degree
Study of long term impact of a degree at Oxford Polytechnic Oxford Brookes
where students studied two subjects Selected geography students
interviewed 5101520 years after graduation
For many this was first time they had been asked to consider their overall
degree relationships between the two subjects they had studied
Jenkins A Jones L and Ward A ( 2001 ) The long -term effect of a degree on
graduate lives Studies in Higher Education 26(2)149-163
Two lsquosolutionsrsquo
Interdisciplinary seminars
Final Year Capstone Courses
httpwwwheacademyacukprojectsdetailntfs
ntfsproject_Gloucestershire10
Remember ldquoWe need to maximise the (potential) synergies and minimise the conflicts
This requires actions at a variety of levelsrdquo
Annex 1 Linking Teaching and Research in Departments
Questions and Strategies p 40
Annex 2 Strategies for Linking Teaching and Research within
Courses and Programmes p41
Annex 3 Institutional Strategies to Link Teaching and
Research A Framework p42
Annex 4 Possible strategies for national and international
organisations pp42-3
My conclusions
bull Understanding the complexity of knowledge lies at
the centre of what makes HIGHER education distinctive
bull That requires purposeful action at a variety of levels
bull In onersquos own teaching and to an extent at course team and
departmental level one does have some freedom of action And
perhaps you can in part shape your research to link with your
teaching
bull Bringing your teaching and research more effectively together can
help you balance what can be competing demands on your time and
attention
bull These issues will shape your whole careerif you are an early career
academic one needs now to focus on what is in your lsquocontrolrsquo but look
to the future hellip
A Conclusion
A Round One thing I am going to do in my own practice is hellip
One thing I am going to propose to my subject group is hellip
One thing we should do at Department Institutional level is hellip
One thing I want to say is hellip
Isssues of Multi and Interdisciplinarity
Internationally hellipfew students now do a single subject degree
Study of long term impact of a degree at Oxford Polytechnic Oxford Brookes
where students studied two subjects Selected geography students
interviewed 5101520 years after graduation
For many this was first time they had been asked to consider their overall
degree relationships between the two subjects they had studied
Jenkins A Jones L and Ward A ( 2001 ) The long -term effect of a degree on
graduate lives Studies in Higher Education 26(2)149-163
Two lsquosolutionsrsquo
Interdisciplinary seminars
Final Year Capstone Courses
httpwwwheacademyacukprojectsdetailntfs
ntfsproject_Gloucestershire10
Remember ldquoWe need to maximise the (potential) synergies and minimise the conflicts
This requires actions at a variety of levelsrdquo
Annex 1 Linking Teaching and Research in Departments
Questions and Strategies p 40
Annex 2 Strategies for Linking Teaching and Research within
Courses and Programmes p41
Annex 3 Institutional Strategies to Link Teaching and
Research A Framework p42
Annex 4 Possible strategies for national and international
organisations pp42-3
My conclusions
bull Understanding the complexity of knowledge lies at
the centre of what makes HIGHER education distinctive
bull That requires purposeful action at a variety of levels
bull In onersquos own teaching and to an extent at course team and
departmental level one does have some freedom of action And
perhaps you can in part shape your research to link with your
teaching
bull Bringing your teaching and research more effectively together can
help you balance what can be competing demands on your time and
attention
bull These issues will shape your whole careerif you are an early career
academic one needs now to focus on what is in your lsquocontrolrsquo but look
to the future hellip
A Conclusion
A Round One thing I am going to do in my own practice is hellip
One thing I am going to propose to my subject group is hellip
One thing we should do at Department Institutional level is hellip
One thing I want to say is hellip
Remember ldquoWe need to maximise the (potential) synergies and minimise the conflicts
This requires actions at a variety of levelsrdquo
Annex 1 Linking Teaching and Research in Departments
Questions and Strategies p 40
Annex 2 Strategies for Linking Teaching and Research within
Courses and Programmes p41
Annex 3 Institutional Strategies to Link Teaching and
Research A Framework p42
Annex 4 Possible strategies for national and international
organisations pp42-3
My conclusions
bull Understanding the complexity of knowledge lies at
the centre of what makes HIGHER education distinctive
bull That requires purposeful action at a variety of levels
bull In onersquos own teaching and to an extent at course team and
departmental level one does have some freedom of action And
perhaps you can in part shape your research to link with your
teaching
bull Bringing your teaching and research more effectively together can
help you balance what can be competing demands on your time and
attention
bull These issues will shape your whole careerif you are an early career
academic one needs now to focus on what is in your lsquocontrolrsquo but look
to the future hellip
A Conclusion
A Round One thing I am going to do in my own practice is hellip
One thing I am going to propose to my subject group is hellip
One thing we should do at Department Institutional level is hellip
One thing I want to say is hellip
My conclusions
bull Understanding the complexity of knowledge lies at
the centre of what makes HIGHER education distinctive
bull That requires purposeful action at a variety of levels
bull In onersquos own teaching and to an extent at course team and
departmental level one does have some freedom of action And
perhaps you can in part shape your research to link with your
teaching
bull Bringing your teaching and research more effectively together can
help you balance what can be competing demands on your time and
attention
bull These issues will shape your whole careerif you are an early career
academic one needs now to focus on what is in your lsquocontrolrsquo but look
to the future hellip
A Conclusion
A Round One thing I am going to do in my own practice is hellip
One thing I am going to propose to my subject group is hellip
One thing we should do at Department Institutional level is hellip
One thing I want to say is hellip
A Conclusion
A Round One thing I am going to do in my own practice is hellip
One thing I am going to propose to my subject group is hellip
One thing we should do at Department Institutional level is hellip
One thing I want to say is hellip
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