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dc.contributor.authorGresty, Karen
dc.contributor.authorHeffernan, T
dc.contributor.authorPan, W
dc.contributor.authorEdwards-Jones, Andrew
dc.date.accessioned2016-02-02T11:53:09Z
dc.date.available2016-02-02T11:53:09Z
dc.date.issued2015-12-30
dc.identifier.issn0018-1609
dc.identifier.other3
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.

dc.format.extent40-67
dc.languageEnglish
dc.language.isoEnglish
dc.publisherTyrrell Burgess Associates
dc.subjectResearch-informed teaching
dc.subjectRisks
dc.subjectStudent learning
dc.subjectTeaching strategies
dc.titleMinimising Risks in Research-informed Teaching
dc.typejournal-article
dc.typeArticle
plymouth.author-urlhttp://www.plymouth.ac.uk/staff/kgresty
plymouth.issue1
plymouth.volume48
plymouth.publisher-urlhttp://www.highereducationreview.com/
plymouth.publication-statusPublished
plymouth.journalHigher Education Review
plymouth.organisational-group/Plymouth
plymouth.organisational-group/Plymouth/Faculty of Science and Engineering
plymouth.organisational-group/Plymouth/PS - Doctoral College
plymouth.organisational-group/Plymouth/Users by role
dc.publisher.placeUK
dcterms.dateAccepted2015-09-10
dc.rights.embargoperiodNo embargo
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/all-rights-reserved
rioxxterms.licenseref.startdate2015-12-30
rioxxterms.typeJournal Article/Review


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