Linking Research and Teaching
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This document discusses linking the Research Excellence Framework (REF) and Teaching Excellence Framework (TEF) through promoting research-informed teaching. It notes recent changes to REF and TEF that bring them closer together, such as REF now recognizing the impact of research on teaching. However, a dichotomy still exists between rankings that prioritize research versus teaching. The document proposes finding the "sweet spot" of research-informed teaching to help solve this dichotomy. It outlines different models of integrating research and teaching and argues this fusion can create a virtuous circle where each informs the other.
Linking Research and Teaching
- 1. Linking REF and TEF through Research Informed Teaching Tansy Jessop and Osama Khan, SLTI R&I Conference 3 May 2017
- 2. Outlining the issues • New directions and anomalies in TEF and REF • Defining and measuring excellence in research and teaching • Metrics that matter or ‘controlling the controllables’ • Finding the sweet spot: Research Informed Teaching
- 3. TEF and REF: Where is the meeting ground?
- 4. Significant REF developments REF 2014 4 outputs No impact for HE pedagogic research Only select band returned Roving professors allowed REF 2021 2-6 outputs HE pedagogic research counts towards impact All academics with research contracts returned Portable gaming addressed
- 5. What they say in REF review…. Links between teaching and research are key to the quality of the learning and research environment at the institutional level. We welcome the confirmation that TEF criteria for teaching quality will include the extent to which it is informed by the latest in research, scholarship or professional practice. …we are recommending that the REF impact element more broadly recognises the impact of research on teaching (Stern Review, 2016).
- 6. Teaching Excellence Framework To ensure all students receive an excellent teaching experience that encourages original thinking, drives up engagement and prepares them for the world of work To build a culture where teaching has equal status with research, with great teachers enjoying the same professional recognition and opportunities for career and pay progression as great researchers To stimulate a diverse HE market and provide students with the information they need to judge teaching quality – in the same way they can already compare a faculty’s research rating To recognise those institutions that do the most to welcome students from a range of backgrounds and support their retention and progression to further study or a graduate job
- 13. Ka-ching! 50 institutions in presumed Gold, 213 in presumed Silver; 79 in presumed Bronze. This is roughly in line with the expectations from DfE
- 14. What they say in TEF white paper…. We will act to ensure teaching and research remain coherent and coordinated at the national as well as the institutional level, including recognising the value of research led teaching through TEF and consideration of the interaction between teaching and research in Lord Stern’s review of the REF. Central to this is driving up the standards and status of teaching. For too long, teaching has been the poor cousin of research. Skewed incentives have led to a progressive decline in the relative status of teaching as an activity. White Paper 2016
- 15. Research – 250 Students - 244 Teaching – 199 Choice - 160 Funding -140 Excellence -117 Mobility - 101 Regulator - 68 Competition – 51 Market – 50 Learning – 31 Customer – 11 Academic – 2 Teacher – 1 Lecturer - 1 TEF white paper word counts
- 17. Some of the most precious qualities of academic culture resist simple quantification, and individual indicators can struggle to do justice to the richness and plurality of our research. Too often, poorly designed evaluation criteria are “dominating minds, distorting behaviour and determining careers.” (Wilsdon 2015, iii)
- 18. Responsible metrics • Robustness: basing metrics on the best possible data in terms of accuracy and scope; • Humility: recognising that quantitative evaluation should support – but not supplant – qualitative, expert assessment; • Transparency: keeping data collection and analytical processes open and transparent, so that those being evaluated can test and verify the results; • Diversity: accounting for variation by field, and using a range of indicators to reflect and support a plurality of research and researcher career paths across the system; • Reflexivity: recognising and anticipating the systemic and potential effects of indicators, and updating them in response.
- 21. Unpacking your definitions On flipchart paper write a shared definition in 140 characters of: a) Teaching excellence b) Research excellence Suggest three ways to measure: a) teaching excellence, and b) research excellence
- 22. So what is excellent teaching?
- 23. Shulman’s summary 1. Know your subject matter 2. Select, simplify, structure and organise content 3. Connect with students’ prior knowledge 4. Use metaphor, analogy, story, examples and demonstrations 5. Challenge students with high expectations
- 24. • Chickering & Gamson 1987 • Gibbs 2004 • Arum and Roksa 2011
- 25. How do NSS questions stack up as excellence metrics?
- 27. Does employability derive from teaching quality? Rank Teaching (NSS) 1 2 3 4 5 6 7 8 9 10
- 28. Does employability derive from teaching quality? Rank Teaching (NSS) 1 Buckingham 2 University of Law 3 St Mary’s College Belfast 4 Courtauld Institute of Art 5 Keele 6 St Andrews 7 Bishop Grossteste 8 Harper Adams 9 Liverpool Hope 10 Aberystwyth
- 29. Does employability derive from teaching quality? Rank Teaching (NSS) Graduate employability (Times) 1 Buckingham Cambridge 2 University of Law Oxford 3 St Mary’s College Belfast LSE 4 Courtauld Institute of Art Manchester 5 Keele Imperial College 6 St Andrews Kings College 7 Bishop Grossteste Edinburgh 8 Harper Adams University College 9 Liverpool Hope London Business School 10 Aberystwyth Bristol
- 30. Does employability derive from teaching quality? Rank Teaching (NSS) Graduate employability (Times) NSS Rank 1 Buckingham Cambridge 2 University of Law Oxford 3 St Mary’s College Belfast LSE 4 Courtauld Institute of Art Manchester 5 Keele Imperial College 6 St Andrews Kings College 7 Bishop Grossteste Edinburgh 8 Harper Adams University College 9 Liverpool Hope London Business School 10 Aberystwyth Bristol
- 31. Does employability derive from teaching quality? Rank Teaching (NSS) Graduate employability (Times) NSS Rank 1 Buckingham Cambridge 20 2 University of Law Oxford 20 3 St Mary’s College Belfast LSE 155 4 Courtauld Institute of Art Manchester 87 5 Keele Imperial College 116 6 St Andrews Kings College 129 7 Bishop Grossteste Edinburgh 145 8 Harper Adams University College 102 9 Liverpool Hope London Business School 155 10 Aberystwyth Bristol 76
- 32. There is a dichotomy! REF TEF
- 33. Solving the dichotomy problem 1. What is the solution to the dichotomy? 2. Write down your solutions on flipchart paper 3. Report back.
- 34. Finding the sweet spot REF Research Informed Teaching TEF
- 35. Finding the sweet spot REF Research Informed Teaching TEF
- 36. Fusion cuisine: the research-teaching nexus REF TEF
- 37. Aha! RIT brings fusion Teachers active Students activeIt’saboutcontent It’saboutprocess Research-tutored Research-orientedResearch-led Research-based (Healey 2005)
- 40. RIT fusion plus: the virtuous circle Research informs teaching Action research Scholarship of teaching Evidence-informed practice Teaching informs research Preparation drives research Student fire new questions and angles Research assumptions refined
- 41. References Arum, R. and Roksa, J. 2011. Academically Adrift: Limited Learning on College Campuses. Chicago. University of Chicago Press. Bagshaw, A. and Morris, D. (2016) Fun with flags: how metrics will work in TEF outcomes. http://wonkhe.com/blogs/policy-watch-fun-with-flags-the-role-of- metrics-in-tef-outcomes/ Bagshaw, A. (2016) A league (table) of its own: why TEF must be more than a numbers game. http://wonkhe.com/blogs/policy-watch-tef-league-of-its-own/ Dept for Business, Energy and Industrial Strategy (2016) Building on Success and Learning from Experience. (Stern Review) https://www.gov.uk/government/uploads/system/uploads/attachment_data/fi le/541338/ind-16-9-ref-stern-review.pdf Dept for Business, Innovation and Skills (2016) Success as a Knowledge Economy: Teaching Excellence, Social mobility and student choice. https://www.gov.uk/government/uploads/system/uploads/attachment_data/fi le/523546/bis-16-265-success-as-a-knowledge-economy-web.pdf Gibbs, G. 2017. TEF Presentation at Southampton Solent University. Hefce Briefing and Guidance http://www.hefce.ac.uk/lt/tef/bw/ Wilsdon, J., et al. (2015). The Metric Tide: Report of the Independent Review of the Role of Metrics in Research Assessment and Management. DOI: 10.13140/RG.2.1.4929.1363