This document outlines a proposed Research-Teaching Nexus (R-TN) initiative with two core strands: 1) Pedagogic research and scholarship of teaching and learning capacity building and 2) Research as inquiry comprising research-informed teaching and research-enhanced learning. The initiative aims to increase engagement with pedagogic research, provide professional development opportunities, and incorporate more research-focused learning and teaching into the curriculum through activities like audits, blogs, and writing groups.

1. Centre for Higher Education Practice
Research-Teaching Nexus
Vicky Davies

2. Theme Purpose
The proposed Research-Teaching Nexus (R-TN)and
associated activities seeks to create two core
strands:
1. Pedagogic Research/Scholarship of Teaching &
Learning (SoTL) capacity building
2. Research as inquiry: comprising Research-
informed Teaching (R-IT) and Research-
enhanced Learning (R-EL)

3. 1. Pedagogic Research & SoTL
A number of drivers which point to the need for increased engagement
with pedagogic research and SoTL capacity:
• NI HE Strategy (2012)
• H E Academy
• HE Professional Standards Framework (PSF)
• QAA
• Internal institutional strategies (Teaching & Learning Strategy,
Organisational Development Strategy, Research Strategy, Corporate
Plan)
• Professional Development Scheme/promotion agenda
• Internal local strategies (Faculty and School Teaching and Learning
Strategies)

4. Levels of engagement & opportunities

5. Pedagogic Research & SoTL aims
• A scholarly reflective approach to practice
(internally verified, contributes to personal
theory, supports personal action)
• Scholarship (internally verified, contributes to
local theory, supports local action, may be
broadly disseminated)
• Research (externally verified, contributes to
pedagogic theory, may not directly support
action)
Healey & Jackson (2004)

6. 2. Research as Inquiry (R-IT/R-EL)
● Research-led: where students learn about
research findings
● Research-oriented: where students learn
about research processes
● Research-based: where students learn as
researchers
● Research-tutored: where students learn in
small group discussions with a teacher about
research findings.
Healey et al (2010)

7. Research as Inquiry (R-IT/R-EL) aims
• Re-evaluation of curriculum/ modules to
focus on discipline-specific research
content and research process
opportunities (inquiry-based learning
and teaching)
• Increased engagement with students to
shape the design and delivery of the
curriculum

8. Proposed activities
Pedagogic Research/SoTL R-IT/R-EL
• Updated baseline survey • Audit of courses/modules to
• Professional Development Scheme identify areas of effective
(ePortfolio/ professional
conversations) inclusion of research in the
• Establishment of Ethics Filter curriculum
Committee for Pedagogic Research in
HEP • Audit of courses/modules to
• Teaching Community blog/ identify where and how
opportunities for dialogue student research orientation is
• Regular newsletters to showcase effectively carried out
SoTL initiatives
• Updated website to include online • Audit of courses/modules to
publication of Ulster’s Journal identify where students have
• Writing groups opportunities to engage in the
• Action research process of research in a
• Development of internal R-T booklet scaffolded manner
• Keep a watching brief on relevant
funding opportunities •

9. Theme organisational structure
• Professional Development Scheme
• Professional Development Scheme