Research-Teaching Linkages

Liz BondiSchool of Health in Social ScienceLearning and Teaching Away Day

12 May 2010

The Context• Close links not inevitable, institutionally or within

professional identities

• HE policy calls for linkage in University teaching, hence QAA enhancement theme

• College Learning and Teaching Strategy aims “to give students an excellent learning experience, engaged with and informed by the research conducted within our internationally leading university”

• Influence and impacts of research-teaching linkages complex and contested

Research-teaching linkages in the curriculum

Research-tutoredCurriculum emphasises learning focused on students writing and discussing papers or essays

Research-basedCurriculum emphasises students undertaking inquiry-based learning

Research-ledCurriculum is structured around teaching subject content

Research-orientedCurriculum emphasises teaching processes of knowledge construction in the subject

STUDENTS AS PARTICIPANTS

STUDENTS AS AUDIENCE

EMPHASIS ON

RESEARCH CONTENT

EMPHASIS ON

RESEARCH PROCESSES

From M Healey (2005) Linking research and teaching: exploring disciplinary spaces and the role of inquiry-based learning, in R Barnett (ed) Reshaping the University McGraw Hill

Research-teaching linkages in disciplinary perspective

Research Teaching

Practice

Pedagogical Research

Knowledge exchange

Clinical education

Curricula

Issues to explore in the workshop • In your work, how do you link research and teaching?

– Aspects of your work that fit within the typologies in the preceding slides

– Aspects of your work that link research and teaching in different ways

• What influences the ways in which you link research and teaching in your work?

• What impacts flow from research-teaching linkages in your work?

• What kind of changes would you like to make in research-teaching linkages in your work?