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dc.contributor.authorGresty, KAen
dc.contributor.authorHeffernan, Ten
dc.contributor.authorPan, Wen
dc.contributor.authorEdwards-Jones, Aen
dc.date.accessioned2016-02-02T11:53:09Z
dc.date.available2016-02-02T11:53:09Z
dc.date.issued2015-12-30en
dc.identifier.issn0018-1609en
dc.identifier.other3en
dc.identifier.urihttp://hdl.handle.net/10026.1/4257
dc.description.abstract

Reported benefits of research-informed teaching include enhanced student engagement and graduates that are better prepared for employment in an uncertain world. However, there are a number of academic risks that can have both positive and negative impacts on staff and students when implementing research-informed teaching. Mitigating such risks could smooth the way for, or even encourage, wider exploration of innovative teaching methods with associated benefits. This paper presents findings of an empirical study that identifies what risks were encountered or perceived from both student and staff perspectives when adopting a research-informed teaching approach. Risks were identified through semi-structured interviews with multi-disciplinary staff and a questionnaire survey with students. Two risk categories were revealed as particularly significant for student learning: curriculum bias and how research engagement impacts on student experience. Staff reported considerable positive impacts on well-being and motivation when adopting research-informed teaching. In light of this, the frequently encountered strategies for staff to reduce risks and negative impacts are presented, including raising awareness of key teaching styles or methods and fostering a sense of wider cultural support for innovative pedagogies within and between disciplines and departments. More could be gained by acknowledging and managing the risks associated with research-informed teaching than by strategically avoiding this type of activity.

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dc.format.extent40 - 67 (27)en
dc.languageEnglishen
dc.language.isoEnglishen
dc.publisherTyrrell Burgess Associatesen
dc.subjectresearch-informed teaching, risks, student learning, teaching strategiesen
dc.titleMinimising Risks in Research-informed Teachingen
dc.typeJournal Article
plymouth.author-urlhttp://www.plymouth.ac.uk/staff/kgrestyen
plymouth.issue1en
plymouth.volume48en
plymouth.publisher-urlhttp://www.highereducationreview.com/en
plymouth.publication-statusPublisheden
plymouth.journalHigher Education Reviewen
plymouth.organisational-group/Plymouth
plymouth.organisational-group/Plymouth/00 Groups by role
plymouth.organisational-group/Plymouth/00 Groups by role/Academics
plymouth.organisational-group/Plymouth/Faculty of Business
plymouth.organisational-group/Plymouth/Faculty of Science and Engineering
plymouth.organisational-group/Plymouth/PS - Doctoral College
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA/UoA23 Education
dc.publisher.placeUKen
dcterms.dateAccepted2015-09-10en
dc.rights.embargoperiodNo embargoen
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/all-rights-reserveden
rioxxterms.licenseref.startdate2015-12-30en
rioxxterms.typeJournal Article/Reviewen


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