Minimising Risks in Research-informed teaching

Abstract

Reported benefits of research-informed teaching include enhanced student engagement and graduates that are better prepared foremployment in an uncertain world. However, there are a number of academic risks that can have both positive and negative impacts on staff and students when implementing research-informed teaching. Mitigating such risks could smooth the way for, or even encourage,wider exploration of innovative teaching methods with associated benefits. This paper presents findings of an empirical study that identifies what risks were encountered or perceived from both student and staff perspectives when adopting a research-informed teachingapproach. Risks were identified through semi-structured interviews withmulti-disciplinary staff and a questionnaire survey with students. Tworisk categories were revealed as particularly significant for student learning: curriculum bias and how research engagement impacts onstudent experience. Staff reported considerable positive impacts onwell-being and motivation when adopting research-informed teaching. In light of this, the frequently encountered strategies for staff to reducerisks and negative impacts are presented, including raising awareness of key teaching styles or methods and fostering a sense of wider culturalsupport for innovative pedagogies within and between disciplines and departments. More could be gained by acknowledging and managingthe risks associated with research-informed teaching than bystrategically avoiding this type of activity.