Research into learning and teaching in higher education: underground and undervalued?

Bovill, C., Sheward, L. and Smyth, K. (2013) Research into learning and teaching in higher education: underground and undervalued? In: Rust, C. (ed.) Improving Student Learning Through Research and Scholarship: 20 Years of ISL. Series: Improving student learning (20). Oxford Centre for Staff and Learning Development: Oxford, UK, pp. 27-39. ISBN 9781873576922

Abstract

Previous studies have drawn attention to the challenges faced by researchers undertaking research into learning and teaching in higher education. These challenges are particularly highlighted at times of national measurement of research excellence. It is against the context of the UK Research Excellence Framework (REF), that this paper presents findings from a recent survey of research into higher education in Scottish Higher Education Institutions. Discussion focuses on the underground and undervalued nature of some of this research. Researchers are often based within disciplines and their research is not always well known within wider higher education research discourse. Many academics face pressure to prioritise publishing within their main discipline over publishing research into higher education. There is also a lack of capacity within some Scottish institutions to return research into higher education within the forthcoming REF exercise. The wider implications of these findings are then examined.

• Item Type: Book Sections
• Keywords: Pedagogic research; higher education research; scholarship of teaching and learning; SoTL; learning and teaching research
• Status: Published
• Glasgow Author(s) Enlighten ID: Bovill, Dr Catherine
• Authors: Bovill, C., Sheward, L., and Smyth, K.
• Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
• College/School: University Services > Learning and Teaching Services Division
• Publisher: Oxford Centre for Staff and Learning Development
• ISBN: 9781873576922
• Copyright Holders: Copyright © 2013 OCSLD
• Publisher Policy: Reproduced with the permission of the publisher