This Report by Nicola Dandridge considers the different approaches taken by higher education institutions, students, academics and policymakers towards the relationship between teaching and research. It notes how frequently the concept of research-informed teaching is invoked, yet how obscurely it is implemented. The relationship appears to mean…

This paper outlines evidence-based practice in the context of professionalism, and highlights the contribution evidence-based practice can make to the professional practice of higher education course managers. Implications of the changing HE landscape for the status of academics as professionals are reviewed, and evidence-based practice is…

Scholars and educators worldwide are grappling with the challenge of translating innovative research findings into tangible improvements within their classrooms. The chasm between theory and practice hinders the progress of education and leaves a wealth of untapped potential. The need for a process or approach to bridge these elements is urgent.…

Despite emotion being recognized as fundamental to learning, the affective aspects of learning have often been side-lined in higher education. In the context of rising student wellbeing challenges, exploring ways of supporting students and their emotions in learning is increasingly significant. Pedagogic partnerships have the potential to help…

Most research on the implementation of research-informed teaching has focused on influencing the individual practices of academics. However, social practice theory has criticised individualist approaches, arguing that attention must be paid to the context of practice, which in the academic context requires a focus on how academics articulate…

In this paper we report the outcomes of a national survey of academic development staff in a range of UK HE Institutions to consider the approaches adopted to evaluate teaching-related continual professional development (CPD). Despite the increasing drive towards accountability, the majority of respondents undertook no benchmarking to establish…

This paper discusses some of the qualitative data obtained from a small number (23) of semi-structured interviews of academic staff who are involved in module design, and who are employed within one UK university. Analysing the interview transcripts produced eight main themes. One of these themes was the perceived pressures or constraints on…

This article considers the place of theory within education in two contexts -- Sweden and the UK -- and advances the argument that both governments and academics themselves have contributed to a 'theoryless' education. Examples are offered from the fate of education science in Sweden and, in the UK, from responses to the Research Excellence…

Reported benefits of research-informed teaching include enhanced student engagement and graduates that are better prepared for employment 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…