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What Is Research-Led Teaching? Multi-Disciplinary Perspectives Members What Is Research-Led Teaching? Multi-Disciplinary Perspectives

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What Is Research-Led Teaching? Multi-Disciplinary Perspectives Members What Is Research-Led Teaching? Multi-Disciplinary Perspectives What is research-led teaching? Multi-disciplinary perspectives Members What is research-led teaching? Multi-disciplinary perspectives Edited by Alisa Miller, John Sharp and Jeremy Strong With special thanks to © 2012 CREST, the authors, artists and photographers Designed by HDR Visual Communication Ltd. www.hdr-online.com Contents Foreword 4 2 Disciplines 38 3 Case studies 78 The High Wycombe electronic Furniture Archive 139 Chris Gaskell, Kerstin Mey and Andy Westwood Music, research and self-efficacy in Higher 39 Between production and display: On teaching 79 Research and teaching: An investigation of student 145 Introduction 6 Education curating to Fine Arts students teachers’ ability to reflect Alisa Miller, John Sharp and Jeremy Strong Integrating research and teaching in Crop 46 Creative Challenge: Entrepreneurship education 88 Embracing indeterminancy: English Literature 151 1 Pedagogies 10 Physiology and research and research-led teaching Visualising the Research-Teaching Nexus 11 Making and thinking: Art, contextual practice 49 ‘Blackpool Vistas’: Rethinking theoretical studies 90 Drawing as a collective activity 153 and sustainability in Art and Design as research-led teaching Research supervision as apprenticeship 17 Research and engagement in the Performing Arts 159 Working together: Cross-sector practice 53 Glassblowing: A sustainably viable creative 96 Critical Commentary, publishing and 22 development in Art and Design as research-led practice Up the creek without a communication aid: Speech 162 research-led teaching teaching and language therapy and outdoor education Theatre for Development 104 Assessment feedback and learning skills: 24 A joined up framework for identifying 60 Formative work to support student academic 167 A research project to improve development dissertation topics in a technical environment The importance of the unfamiliar and the 106 development in biological sciences and policy practice (Computer Networking) unexpected in creative teaching, interpretation and learning Capacity building for research-led teaching and 30 Research that matters: Expanding definitions 66 teaching-led research: The impact of confidence, of research-led teaching in History The Vacation Research Assistantship Scheme 116 career stage and other factors Integrating service provision, research and 74 A new relationship between research and the 122 student learning in sport and health science: teaching of wildlife rehabilitation A replicable model? Processing: Analogue/Digital Material Surfaces 125 (imprecise with precise tools) 2 What is research-led teaching? Multi-disciplinary perspectives 3 Contents Foreword Chris Gaskell, Royal Agricultural College Kerstin Mey, University for the Creative Arts and Andy Westwood, GuildHE Debates about Higher Education reform have often concentrated on teaching The best teaching and learning is always informed and improved by research quality and incentives to improve it. At other times we have talked about and contributes to shaping research issues and agendas. Classifying institutions world-class research and how it will drive economic performance and the as one or the other, or separating out these activities from one another, will global reputation of our universities. Ministers regularly talk about teaching be to the detriment of our universities and our students. It will also hold back institutions and research-intensive universities, but less often about how the development of local economies and key sectors where understanding and the two important agendas come together. applying new knowledge is crucial. Knowledge is not static or one-dimensional. Knowledge and our We must celebrate and support teaching that is led by and combined with understanding and application of it, is evolving and changing every day. research and informs critical and creative inquiry. This collection of case studies Teachers, researchers and students all play their part in understanding, is a good start. exploring and applying knowledge. A key skill for all graduates is the ability to assess and use new knowledge throughout their careers. This publication sets out a series of case studies in which research and teaching do come together – in institutions that regularly top the tables for teaching quality and employability. The Sunday Times University Guide for 2013 ranks six institutions represented in this collection – Harper Adams University College, University of Chichester, Newman University College, University of Winchester, Leeds Trinity University College and St Mary’s University College Twickenham – in the top twenty nationally for teaching excellence. All contributing institutions work closely with potential employers in key sectors, ensuring that students have the opportunity to test and apply Prof Chris Gaskell is Principal of the Royal Agricultural College their research skills. and Chair of the Consortium for Research Excellence, Support and Training (CREST). Prof Kerstin Mey is Director for Research + Enterprise at the University for the Creative Arts and Director of CREST. Andy Westwood is Chief Executive Officer at GuildHE. 4 What is research-led teaching? Multi-disciplinary perspectives 5 Foreword Introduction Alisa Miller, CREST and GuildHE John Sharp, Bishop Grosseteste University College and Jeremy Strong, Writtle College This origins of this book lie within a comment made by the Minister for Higher never been treated as something apart from or above their work with students. Education, David Willetts, in 2012, very much in the midst of recent fee reforms, Indeed it informed their teaching and practice, often leading to new and exciting when everyone involved in teaching, learning and research in the United approaches to how students (undergraduate and postgraduate) and their lecturers Kingdom was considering, even more so than usual, the ‘value’ of a university go about knowledge and skills creation. education. In May 2012, the mission group Million+ debuted a report called As the CREST work on cross and interdisciplinary collaboration and research Research that Matters, and hosted a launch event at the House of Commons in development expanded – informed by a growing network of Vice Chancellors and Westminster. There, the Minister suggested that, impressed as he was with the Principals, Heads of Research, research-active staff and students – the desire to report’s emphasis on engaged research, he would like to see a similar report on articulate a shared vision about the how research and teaching interacted grew. Teaching that Matters – which Million+ subsequently produced in 2012. This So did the need to explore the common links and questions posed by communities focused on the student experience, and explored another aspect of the role Higher of practice across the CREST, including research and learning in the creative Education plays in changing lives. disciplines, humanities, education, the agricultural sciences, technology, sport, The debate surrounding how research, teaching and learning interact health and ageing. within the academy and the wider cultural landscape very much struck a The result is this publication which addresses the open question of ‘what is chord with members of the Consortium for Research Excellence, Support and research-led teaching?’ Here, as in CREST and GuildHE Members’ institutions, Training (CREST). CREST had been set up in 2009 as a sub-association of the students and staff contribute to the debate about practice. They utilise educational representative body GuildHE, with seed funding from the Higher Education theory to interrogate and improve their research and teaching. They provide Funding Council for England (HEFCE) matched by institutional subscriptions, examples of curricular innovation in the arts, sciences and humanities. They with the aim of drawing together researchers working in clusters located in present case-studies illustrating the challenges and solutions arising within small, specialist and regional Universities and University Colleges across the particular disciplines, relying on the constant discovery, self-examination and United Kingdom. These researchers were producing work of an excellent quality feedback implicit in research and teaching processes. as determined by the Research Assessment Exercise (RAE) benchmark in 2008 The result is an exploration of ‘what research-led teaching is’ that is diverse, – while working within institutions where teaching and learning remained eclectic and ultimately collaborative. A flavour of this is presented in the three paramount. In these institutions, and for this group of individuals, research had sections of this publication which follow. 6 What is research-led teaching? Multi-disciplinary perspectives 7 Introduction Royal Agricultural College Despite the variety of approaches and disciplines represented in the publication, common themes emerge. All show that, despite the structural challenges facing UK Higher Education with respect to the funding of research and teaching, the academy, students and the wider society need to inform each other. Research and teaching both rely heavily on the principle of creativity in both staff and students; creativity combined with rigorous and innovate methods of inquiry. The skills that Higher Education must develop in staff and students alike are instilled by a process of critical enquiry and engagement involving questioning, exploration and communication that draws on resources from across the spectrum of research, teaching and learning. These
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