Student Experience & Academic Standards

Research/Teaching Relationships

This strategic theme is concerned with the ways in which the research activity of the University informs the learning and teaching experience of students. As stated in the Learning and Teaching Strategy,

“the University believes that research and teaching should be seen as activities that can be mutually beneficial and that the demonstrated excellence of its teaching provision and research profile are interlinked.”

This relationship goes to the heart of what we understand as characteristic of a Russell Group education.

The challenges stem from:

• the fact that the terms “research-led” or “evidence-based” are often invoked without detail or reflection on what this may entail;
• there is little consensus in the literature about the benefits (or otherwise) of a strong research environment for teaching: what is important is that there should be explicit and purposeful steps taken to bring the two activities together;
• understandings and manifestations of the research/teaching relationships are discipline specific.

The following describes some of the ways in which the research and teaching nexus is manifested, and gives examples of related practices that may exist in Schools, or that they may wish to put into place:

The alignment of staff research expertise with programme/module portfolios

Key questions:

• to what extent do the research interests of staff align with programme/module content? It is possible that, over time and with staff changes, older programmes have drifted away from the research specialism’s of those involved in teaching;
• are the most experienced researchers of the School actually teaching undergraduates? Are first, or second years, taught by the senior researchers in the School, or are they confined to third year specialist modules?

Potential characteristics of good practice:

Programmes closely matched with staff research strengths; first year students taught by School ‘leading lights’; regular review of expertise/provision.

Student exposure to research culture and practice

Key questions:

• Do students have the opportunity to learn about the research conducted in the School?
• Do students get to use cutting-edge equipment/facilities?
• Are there opportunities to give conference-style presentations/poster exhibitions?
• Is there a significant independent research element to programmes?
• Are there any opportunities to undertake research work outside of the curriculum?

Potential characteristics of good practice:

Widespread awareness among students of School research activity; specific sessions for staff to describe their research passions, methodologies and research ‘journey’ to students; student conferences and displays; strong laboratory, archival, field or placement work; involvement with CUROP or equivalent research placement scheme; opportunities to work with external researchers/practitioners.

Research skills development

Key questions:

• Are students provided with the tools to participate in research activity?
• Are there dedicated research skills modules?
• Are information literacy competencies provided?

Potential characteristics of good practice:

Dedicated research skills modules; embedded research skills training in modules; strong interface with INSRV library staff; instruction on referencing, avoiding plagiarism, use of Turnitin.

Pedagogical Research

Key questions:

• Are staff involved in research into learning and teaching?
• Is there engagement with the Higher Education Academy and its Subject Centres?
• How does the School work with the PCUTL programme?

Potential characteristics of good practice:

Staff are active in sharing reflections on learning and teaching, published papers on pedagogy, contributing to conferences on learning and teaching. Effective management of staff workloads with regards to PCUTL participation; educational research informing practice at School level; Strong engagement with HEA.