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Research/Teaching Relationships

Research_7

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 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:

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:

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:

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:

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.