Research Informed Teaching (RiT):

1. Research Informed Teaching (RiT): Addressing the implementation Challenges faced by an Alternative Provider in UK Higher Education) Dr Terfot Ngwana – PHD Programme Leader and Dr Aster Mekonnen – Academic Lead: Research Informed Teaching

2. General Overview • RIT and its context(s) – the literature and institutional (Aps & monitoring systems-TEF/REF) • RIT in GSM London, its rationale and the Conceptual framework • The research (Broad narrative) • Preliminary findings • Way forward

3. RIT and its Context What is RiT? .... Can vary widely, the term RiT generally refers to the practice of linking teaching with disciplinary research.   Importance • The initial idea was to serve as part of reflective practice and scholarship rather a requirement for accountability. • Engage students in learning and teaching by embedding Research in Teaching (QAA, TEF, REF)

4. Nexus between research and teaching • There is no short supply of literature in the area (Griffiths 2004; Healey 2005; University Alliance & HEA 2016) • 1989 Education Act mandated the notion of interdependence between research and teaching (Robertson & Bond 2005 • A recent relevant additional construct within the debate has been referred to as ‘Practice’ thereby recalibrating the field as Teaching-Research-Practice Nexus (TRPN), (Schneider, Folkens & Busch 2018).

5. Why alternative Provider (AP) • According to HESA (2016/17), 51,930 were in designated courses at alternative providers (APs) in 2016/17 • Within this period GSM London could lay claims to 13.5% of these • The same publication enumerates programmes being offered in these institutions but does not include doctoral programmes (even if offered in partnership with a mainstream institution)

6. RIT and TEF • The Department Education reflective Research report looked into the relationship between scores in TEF and the nature and age of the institutions, notably work by Blyth and Cleminson, (2016), • This is based on the presumption that “the learning environment is enriched by linkages between teaching and scholarship, research or professional practice” • Also REF score and the age of an institution were found to be statistically significant ( p.6) * higher education white paper and the draft TEF specification - http://www.hepi.ac.uk/2016/12/05/research-teaching-joined-hip-driven-apart/

7. Teaching and (REF) Small scale but critical qualitative studies of the REF for example Murphy and Sage (2016) hold view points such as: • ‘Dumbing down teaching and research’ or dictating what we should research by rewarding and not rewarding some types of research. • Conflicting with teaching and administration

8. GSM Model of RiT The RiT Nexus Research is … “a process of investigation leading to new insights, effectively shared”. (REF 2014) Scholarship of Learning and Teaching (SoLT) is … “a model used in HE to reflect on, and transform T&L practices.” (HEA 2017)

9. Rationale Generally to review portfolio and enhance impact for students. • Link with employability • Engaging students through research/work • Encourage students to work on real-life project • Keep up to date with students requirement (e.g. understanding varied learning style and teaching methods)

10. Benefit of RiT • It raises students awareness of the research‐oriented ways • It makes students feel part of a learning community • It can improve the individual student experience • It increases motivation of students & Staff • Personal development – Staff • It increases research output – Staff & College • Demonstrates rigour – Programme (College)

11. Embedding RiT - The GSM approach to implementation Focus on: • Promotion of learning as the common focus of teaching, research and advanced professional practice • Developing an undergraduate research ethos and students enquiry skills • Inform Academic Development Initiatives • Staff Development for RiT

12. Phase One • Internal audit/review of current practice was carried out, to determine the extent to which RiT is embedded across all programmes. • Mapping created to provide an overview of the main interpretations RiT present at GSM • Examples from phase one demonstrated next

13. Mapping of RiT - Internal Audit STUDENT FOCUS STUDENTS ARE PARTICIPANTS RESEARCH/PRACTICE-TUTORED (- SoTL-TUTORED) 33 RESEARCH/PRACTICE-BASED (- SoTL-BASED) 34 EMPHASIS ON RESEARCH / PRACTICE PROCESSES & PROBLEMS EMPHASIS ON RESEARCH & PRACTICE CONTENT RESEARCH-ORIENTED (- SoTL-ORIENTED) 7 RESEARCH/PRACTICE-LED (- SoTL-LED ) 15 . TEACHER FOCUS STUDENTS ARE AN AUDIENCE

14. Conclusion It is imperative that a clear understanding of RiT reflective of the institute’s vocational aspiration is captured during implementation. – Evaluation (Staff & Student perspective)

15. Way Forward

16. Thank You Q &A

17. References • Barnett, R (Ed) (2005) Reshaping the University: New Relationships between Research, Scholarship and Teaching, Maidenhead: Open University Press. • Elton, Lewis (2005) Scholarship and the Research and Teaching Nexus IN: Barnett, Ronald (Ed) Reshaping the University: New Relationships between Research, Scholarship and Teaching, Maidenhead: Open University Press. • Healey, M. and Jenkins, A. (2017/8) The Role of academic developers in embedding high-impact undergraduate • Schneider P., Folkens L., Busch M. (2018) The Teaching-Research-Practice Nexus as Framework for the Implementation of Sustainability in Curricula in Higher Education. In: Leal Filho W. (eds) Implementing Sustainability in the Curriculum of Universities. World Sustainability Series. Springer, Cham • Trowler, P. and Wareham, T. (2007). Re-conceptualising the ‘Teaching-Research nexus.http://www.lancs.ac.uk/fass/projects/nexus/docs/deliverable_1_literature_review