1. Enhancing graduate attributes for competitive edge: the role of research teaching linkages Professor Andrea Nolan, Theme Chair

2. Outline Enhancement themes Why this area of work Context Desired outcomes Work under way

3. 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

4. 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)

5. 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 ’

6. Why this subject? A political view? Scotland’s prosperity –Employability –Skills –Lifelong learning

7. 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

8. 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’

9. 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’

10. ‘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

11. 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

12. 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

13. 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

14. Steering committee Sector Project Director Institutional contacts Discipline Project Directors Within institutions Across sector International advisers ‘CONNECTING’ 30 projects

15. 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

16. 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?

17. 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

18. Moving forwards Theme is nearing end of a year of work –Dissemination beginning –Further support for institutions Where do we want to move ………?

19. 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’

20. 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