Post Graduate Certificate: Developing Professional Practice in HE<br />Chapter 10<br />Research and Scholarship in Higher ...
Overview of Chapter<br />Introduction.<br />Supervision of research students:<br />Role of the supervisor;<br />Attributes...
Introduction<br />What makes HE Higher? Research?<br />Research underpins the curriculum.<br />Academics get involved in r...
Supervision of Research Students<br />Outline<br />Role of the supervisor<br />Attributes of a supervisor<br />University ...
Role of the supervisor (1)<br />The supervisor’s role is to guide and support the research student with their project.<br ...
Role of the supervisor (2)<br />The supervisor needs to provide critical comments on the student’s work and advise on the ...
Role of the supervisor (3)<br />The Director of Studies should coordinate the activities of the supervisory team.<br />The...
Role of the Supervisor (3)<br />Support the student in making formal presentations at seminar and conferences.<br />Advice...
Attributes of a Supervisor<br />The supervisor must be able to provide advice to the student in a supportive and encouragi...
University Supervisory Requirements<br />The supervisor must meet regularly with the student.<br />The supervisor is requi...
Scholarship of Learning and Teaching<br />individually-focused scholarship for personal use;<br />internally-focused schol...
Scholarship of Learning & Teachingand Pedagogic Research<br />Why do/would you do it?<br />Strategic e.g. research-informe...
Research-informed Teaching<br />
Research-Teaching Nexus<br />STUDENTS ARE PARTICIPANTS<br />Research-tutored<br />Engaging in research discussions<br />Re...
The Research-Teaching Complex<br />(from Haslett, 2009)<br />From Haslett (2009)<br />
Communities of Practice<br />Newport CELT encourages staff to become active members of L&T communities of practice.<br />A...
References and Reading<br />Haslett, S. K., 2009. Unpicking the links between research and teaching in Higher Education. N...
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Research and Scholarship in Higher Education Learning and Teaching

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Presentation by Professor Simon Haslett and Hefin Rowlands of the University of Wales, Newport, discussing research supervision and links between research and teaching.

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Research and Scholarship in Higher Education Learning and Teaching

  1. 1. Post Graduate Certificate: Developing Professional Practice in HE<br />Chapter 10<br />Research and Scholarship in Higher Education Learning and Teaching<br />Professor Simon Haslett<br />and<br />Professor Hefin Rowlands<br />22nd July 2010<br />
  2. 2. Overview of Chapter<br />Introduction.<br />Supervision of research students:<br />Role of the supervisor;<br />Attributes of a supervisor;<br />University requirements.<br />Links between research and teaching:<br />Research-informed Teaching;<br />Research-Teaching Nexus.<br />
  3. 3. Introduction<br />What makes HE Higher? Research?<br />Research underpins the curriculum.<br />Academics get involved in research projects, apply for grants to research councils, etc.<br />Collaboration is often important.<br />Research culture development is important.<br />Publications and conferences are output.<br />
  4. 4. Supervision of Research Students<br />Outline<br />Role of the supervisor<br />Attributes of a supervisor<br />University requirements<br />
  5. 5. Role of the supervisor (1)<br />The supervisor’s role is to guide and support the research student with their project.<br /> Different students will need different amounts of guidance and support depending on their background and previous exposure to a research project.<br />How much support a student needs is often down to the judgment of the supervisor. It is however important for regular contact with the student to be maintained.<br />The student needs to take responsibility for their own work with guidance and direction from the supervisor.<br />
  6. 6. Role of the supervisor (2)<br />The supervisor needs to provide critical comments on the student’s work and advise on the academic direction of the project.<br />The supervisor needs to expose the student to a research environment of active researchers and research active staff.<br />Where appropriate the supervisor can put the student in touch with other academic groups in their discipline in the UK and across the world.<br />The supervisor needs to coordinate with other members of the research team and external advisors where applicable.<br />
  7. 7. Role of the supervisor (3)<br />The Director of Studies should coordinate the activities of the supervisory team.<br />The supervisor needs to advise students on ethical issues and in completing their ethical form in line with the University’s ethical policy.<br />
  8. 8. Role of the Supervisor (3)<br />Support the student in making formal presentations at seminar and conferences.<br />Advice the student on their progress at key milestones of their project.<br />Encourage the student to publish their research during their studies.<br />To keep their student motivated during their study.<br />
  9. 9. Attributes of a Supervisor<br />The supervisor must be able to provide advice to the student in a supportive and encouraging manner.<br />The supervisor should be research active in their own research area and able to provide subject specific guidance to the student.<br />
  10. 10. University Supervisory Requirements<br />The supervisor must meet regularly with the student.<br />The supervisor is required to write a progress report at 6 or 12 monthly intervals depending on the individual University’s requirements.<br />The supervisor should make the appropriate arrangements for the MPhil/PhD transfer.<br />Some Universities arrange a mock viva for the students to prepare for their final viva examination. The supervisor should make appropriate arrangements for a mock viva before or shortly after final submission.<br />In general it is the role of the supervisor to make arrangements for the viva including identifying a suitable external examiner.<br />
  11. 11. Scholarship of Learning and Teaching<br />individually-focused scholarship for personal use;<br />internally-focused scholarship for local (e.g. departmental, institutional) use;<br />externally-focused scholarship, such as defined by the Research Assessment Exercise (RAE, 2005, p. 34) as “the creation, development and maintenance of the intellectual infrastructure of subjects and disciplines”; and<br />research for external dissemination at conferences and in publications (i.e. pedagogic research).<br />TASK: Where does your SoLTsit? Reflect on these definitions and provide examples for any based on your experience in your current role.<br />(from Haslett, 2009)<br />
  12. 12. Scholarship of Learning & Teachingand Pedagogic Research<br />Why do/would you do it?<br />Strategic e.g. research-informed teaching<br />Contractual e.g. teaching-led research<br />Personal professional updating/reflection and career<br />Disseminate examples of practice<br />What do/would you research?<br />Generic issues e.g. student engagement<br />Case studies e.g. examples of teaching<br />How do/would you do it?<br />Individually or collaboratively?<br />Funding for research and publication e.g. grants?<br />Output types e.g. books, articles, conferences?<br />Time and space to undertake research and writing?<br />
  13. 13. Research-informed Teaching<br />
  14. 14. Research-Teaching Nexus<br />STUDENTS ARE PARTICIPANTS<br />Research-tutored<br />Engaging in research discussions<br />Research-based<br />Undertaking research and inquiry<br />EMPHASIS ON RESEARCHPROCESSES AND PROBLEMS<br />EMPHASIS ON RESEARCH CONTENT<br />Research-led<br />Learning about current research in the discipline<br />Research-oriented<br />Developing research and inquiry skills and techniques<br />STUDENTS FREQUENTLY ARE AN AUDIENCE<br />Source: M. Healey & A. Jenkins (2009) Developing students as researchers. In: S. K. Haslett & H. Rowlands (eds) Linking research and teaching in Higher Education. University of Wales, Newport, pp. 7-11. <br />TASK: How does your current teaching map within the R-T Nexus? Does it mainly fall within one quadrant or more?<br />
  15. 15. The Research-Teaching Complex<br />(from Haslett, 2009)<br />From Haslett (2009)<br />
  16. 16. Communities of Practice<br />Newport CELT encourages staff to become active members of L&T communities of practice.<br />Apply for Fellowship of the Higher Education Academy (HEA) in the UK (24 subject centres).<br />Membership of the Society for Research into Higher Education (SRHE).<br />Membership of the International Society for the Scholarship of Teaching and Learning (ISSoTL).<br />Also, join and support internal institutional communities, such as the CELT at Newport, and participate in their activities.<br />
  17. 17. References and Reading<br />Haslett, S. K., 2009. Unpicking the links between research and teaching in Higher Education. Newport CELT Journal, 2, 1-4.<br />Haslett, S. K. (ed.), 2010. Linking research and teaching in Wales. HEA, York.<br />Healey, M. & Jenkins, A. 2009. Developing students as researchers. In: S. K. Haslett & H. Rowlands (eds) Linking research and teaching in Higher Education. University of Wales, Newport, pp. 7-11.<br />Jenkins, A., Healey, M. & Zetter, R., 2007. Linking teaching and research in disciplines and departments. HEA, York.<br />Lee, A., 2008. How are doctoral students supervised? Concepts of doctoral research supervision. Studies in Higher Education, 33 (3), 267-281. [available to Newport staff and students through EBSCO].<br />

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