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PCUTL Group Research Project

This research project investigates the concept of research-led teaching at Cardiff University. We aim to understand its definitions, learning outcomes, and practical implementation across various academic schools, including Engineering, Business, and Social Science. By conducting semi-structured interviews with ten participants, we will analyze perspectives on the relationship between research and teaching throughout different career levels. Critical themes such as barriers, opportunities, and the impact of research-led teaching on teaching quality will be explored to reveal insights that inform educational practices.

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PCUTL Group Research Project

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Presentation Transcript

  1. PCUTL Group Research Project Notes based on meeting 14/10

  2. Our Research Questions • Our research topic is ‘research-led teaching’ • Our research questions are structured in relation to 3 hierarchical principles: • Vision • Principles • Tools • Our specific research questions are: • What is research-led teaching at Cardiff University? • What are the learning outcomes associated with research-led teaching? • How is it achieved in practice in different Schools?

  3. Research Design • Semi-structured interviews (n = 10) • Devise standardised interview schedule • There are 2 comparative dimensions: • ‘Age’ or ‘seniority’ • ‘Discipline’ or ‘School’ • Interviews conducted across 3 Schools: • Engineering • Business • Social Science

  4. Sampling

  5. Analysis • Simple content and/or thematic analysis of interview data • Analysis to reveal key differences and similarities across Schools and career levels • Analysis to reveal keys tensions, opportunities, expectations, etc. • Analysis to illustrate these themes

  6. Some potential research questions • How do you define research-led teaching OR • What does research-led teaching mean to you? • Show participant official CU definition: • Do you agree with this definition? • How realistic is this vision? • How has the relationship between teaching and research changed in your career? • What are the barriers (if any) to achieving research-led teaching? • How have you accomplished research-led teaching in your practice? • Do you think that research actually improves teaching? • Why is research-led teaching such a virtue? What is the pay-off? • Do you believe the value of research-led teaching is about improving teaching or is about performance assessment (i.e. improving REF)? • Does the term ‘research-led teaching’ presuppose that we should be doing both and that doing both is mutually beneficial?

  7. Some heuristic devices (1) Visualising career trajectory

  8. Some heuristic devices (2)

  9. Some heuristic devices (3)

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