enhancing graduate attributes for competitive edge: the role of research teaching linkages professor...
TRANSCRIPT
Enhancing graduate attributes for competitive edge: the role of research teaching linkages
Professor Andrea Nolan, Theme Chair
Outline
• Enhancement themes• Why this area of work• Context • Desired outcomes• Work under way
Enhancement Themes (http://www.enhancementthemes.ac.uk/)
• One of the 5 planks of the Quality Enhancement Framework in Scotland
• Purpose of themes is to support enhancement by– identifying specific areas for development
– share good practice
– generate ideas & models for innovation with a view to
enhancing the student learning experience
• Directed by Scottish Higher Education Enhancement Committee (SHEEC)
• International perspective
Why this subject? the sectoral view
‘The twentieth century saw the university change from a site in which teaching and research stood in a reasonably
comfortable relationship with each other to one in which they became mutually antagonistic’.
Ronald Barnett (2003)
Why this subject? A personal view
• Enhancement led Institutional Review – ‘clarify the perceptions of staff and students of what they
understand by research-led teaching & learning’
– ‘establish effective instruments for evaluating the benefits it (i.e. research) brings to learners’
• University of Glasgow– L&T strategy in a research intensive university
‘to be renowned internationally for inquiry led learning in a knowledge culture shaped by
our research environment’
Why this subject? A political view?
• Scotland’s prosperity
– Employability
– Skills
– Lifelong learning
Scottish: ‘Skills strategy’
‘We want to build a self-confident, outward looking Scotland -
an ambitious nation with opportunities for everyone to contribute and benefit and make a positive contribution to Scotland's
prosperity. Investing in our people's skills, ensuring that skills contribute as much as possible to sustainable economic
growth, is central to unlocking our potential’
Our vision is for a smarter Scotland with a globally competitive economy based on high value jobs, with progressive and
innovative business leadership: ………..
Fiona Hsylop (2007)Cabinet Secretary for Education & Lifelong Learning
http://www.scotland.gov.uk/Publications/2007/09/06091114/3
UK government
“We believe an understanding of the research process –
asking the right questions in the right way; conducting
experiments; and collating and evaluating information – must
be a key part of any undergraduate curriculum whether or
not those involved in delivering it are actively engaged in
research activity themselves”
Bill Rammell, Minister for HE, 2006
‘Innovations: Exploring Research-Based Learning’
What’s in a name?
• Research-teaching linkages are good• How are they manifest?
– teaching in research like ways, research of teaching
– teaching about research, bringing research into classes
• Why are they beneficial?
‘Linking teaching and research leads to enhanced learning outcomes in terms of ‘research-type’ graduate attributes’
‘Research teaching links: enhancing graduate attributes’
‘Research type’ Graduate Attributes
For example
• Awareness of the provisional nature of knowledge
• Understanding how to frame and reframe research questions
• See research opportunities
• Informed by current developments in the subject
• Ability to identify and analyse problems and issues
• Ability to formulate, evaluate and apply evidence based solutions and arguments
• Interpret complex data and situations
etc
Theme profile
To identify and communicate good practice about how institutions through their teaching and learning
environment, and their polices and processes, actively develop ‘research’ attributes to graduate level and
beyond, through utilising research type activities
Institutional / sector wide approach
Discipline approach
Theme Goal
Theme Strands
Parameters of project
• Broad definition of what is meant by the terms ‘research’– Boyer (1990) the scholarships of
discovery, integration, application, teaching
• Focus on learning experience of taught students, all levels, and all modes of delivery
• Ensure good connections with other themes
• Engage research community
Desired Outcomes from theme
• Contextualise research type attributes (discipline)• Articulate how graduate attributes are developed through
specific RT linkages• Share strategies and polices used to embed these linkages• Produce accessible and useful resources• Convince external ‘stakeholders’ of sector’s considered
approach • Create climate in the sector for adaptation • Report on incentives/disincentives, drivers & constraints
and benefits for institutions, staff and students• Create links to other QE themes
Steering committee
Sector Project Director
Institutional contacts
Discipline Project Directors
Within institutions Across sector
International advisers
‘CONNECTING’
30 projects
Sector wide work
• Institution-based discussions to consider
– ‘research related’ graduate attributes
– strategy in respect of research-teaching links
– how RT links used to support the achievement of graduate attributes
– the ways in which institutional strategies are informed by & inform faculty or subject level developments
– ideas and practices to share
Discipline based work
• Health and Social Care• Life sciences • Physical sciences • Creative and cultural practice • Medicine, Dentistry & Veterinary Medicine • Information & Mathematical sciences • Business and Management • Arts and Social Sciences • Engineering & the Built Environment
In what ways can distinct disciplinary contexts enable the attainment of collective graduate attributes?
Disciplinary outputs: what will they look like?
• Information and case studies• Approaches to identifying and defining the ‘high level’
attributes desired at discipline level – employer’s input, professional bodies’ guidance,
students
• Approaches to making best use of research and professional practice
• Key messages for disciplinary communities• Implications for institutional and national policy makers
Moving forwards
• Theme is nearing end of a year of work
– Dissemination beginning
– Further support for institutions
Where do we want to move ………?
http://www.gla.ac.uk/services/planning/ltstrategy06-10.pdf
‘Our Learning & Teaching strategy seeks to ensure that during the next 5 years the University grows as a magnet for talented students and staff, who enhance the synergy between Learning & Teaching, and Research & Scholarship’
‘As an institution, we are committed to international excellence in research and a belief that our research activity informs student learning in a myriad of ways which deliver a high quality student
experience. We will engage our students with teaching and approaches to learning which support their development as motivated learners, independent and critical thinkers, and promote confidence
and awareness in their skills, knowledge and understanding’
Steering committee members
Sector project team (Ray Land, George Gordon)
Discipline project directors
Institutional contacts
Advisors, including Alan Jenkins, Mick Healey
QAA (Scotland): Claire Carney, Marjorie Craib
Acknowledgements