The Teaching and Research Relationship: Developing Institutional Policy and Practice

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The Teaching and Research Relationship
Developing Institutional Policy and Practice

• Cavendish Conference Centre
• 8th November 2005

2
The Teaching and Research Relationship
developing institutional policy and practice

• Higher Education Academy
•  
• 8 November 2005, London

3
Forging the Relationship Policy and Practice

• Kristine Mason OConnor
•  
• Dean of Teaching and Learning Development
• University of Gloucestershire

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Characteristics of the University of
Gloucestershire

• four campuses in Gloucestershire
• undergraduate and postgraduate modular degrees
• Over 9,000 students undergrad and taught
  postgrad
• 170 research students
• 12 RAE units three rated 4 in the last RAE
• 375 academic staff.

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Policy development

• Disaggregation and strengthening of the previous
  policy commitment
• Scholarship of Learning and Teaching
• The University is committed to developing the
  scholarship of learning and teaching through
  refection and inquiry, and making that knowledge
  public. Pedagogical inquiry is promoted through
  the scholarship of learning and teaching fund
  the fund and the SoLT seminar programme are
  managed by the Centre for Learning and Teaching.
• Linking Research and Teaching
• The University is committed to developing links
  between research and teaching. This is achieved
  by designing curricula so that students gain
  discipline and professional based knowledge,
  understanding and skills through active
  engagement with research, scholarship and
  consultancy activities. In this way student
  learning is enhanced by involvement with the
  scholarships of discovery, integration and
  engagement.
•  
• University Teaching, Learning and Assessment
  Policy
• Approved Academic Board 2005

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Policy implementation - Strategic
cross-institutional initiatives (1)

• 1998 - 2005 Scholarship of Learning and Teaching
  (SoLT) Group
• Annual SoLT Seminar programme
• 26 SoLT projects involving over eighty
  University staff
• e.g. The relationship between teaching and
  research and consultancy the student experience
  (2001-03)
• Jordan, F. Healey, M. Pell, B. Short,C.
• Papers presented at SEDA and SRHE conferences
  publication in submission

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Policy implementation - Strategic
cross-institutional initiatives (2)

• Staff development
• PGCHE (new staff)
• Input on linking research and teaching
• Professional Development Groups (CPD)
• Professional development groups to be
  encouraged to consider the means by which
  teaching is informed by research (e.g. students
  and research methods teaching methods adopting a
  research-based approach students undertaking
  research projects individually or in teams
  students contributing to and participating in
  staff research staff undertaking pedagogic
  research projects to the benefit of student
  learning
• University Teaching, Learning and Assessment
  (strategy implementation)

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Policy implementation - Strategic
cross-institutional initiatives (3)

• Annual University Teaching and Learning
  Conference
• 14 May 2003
• Linking Teaching and Research
• Keynote Professor Roger Brown 
• Presentation of SoLT project outcomes
• Discussion
•  

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Policy implementation - Strategic
cross-institutional initiatives (4)

• Thematic Review
• Thematic Reviews are a feature of University
  Quality Assurance processes and were commended in
  the recent Institutional Audit.
•   (examples of Thematic Reviews Flexible and
  Distributed Learning Anonymity in Coursework
  Assessment)
•  
• The Teaching, Learning and Assessment Committee
  has proposed to Academic Board the establishment
  of a Thematic Review to make recommendations for
  a more holistic relationship between research and
  teaching
•  

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University restructuring 2004 - 05

• Establishment of Academic Development Unit
• Ensures structural interconnectivity between
  teaching and research
• Headed by Pro Vice-Chancellor (Academic)
• Composed of
• Dean of Research Development
• Dean of Teaching and Learning Development
• Dean of Quality and Standards Development
• Dean of Modular Schemes Development
• Head of University Development Centre (knowledge
  transfer)
• Eg joint invitation to staff (October 2005) from
  the Deans of Research and of Teaching and
  Learning Development to discuss establishing a
  Pedagogic Research and Scholarship Group

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Forging the relationship Questions of
Transferability and Sustainability

• Are the examples of cross-institutional strategy
  at Gloucestershire appropriate to
• less centralised institutions?
• larger institutions?
• institutions which are research-led?
• How can staff energy and commitment be sustained
  to forge the relationship?
• Should forging the relationship be included in
  the professional standards framework for teaching
  and supporting student learning?
• Would questions in (a) module evaluations (b) the
  National Student Survey contribute to forging the
  relationship?