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Research-informed teaching from a risk perspective

Journal Article


Abstract


  • There is now considerable support in the higher education literature for research-informed teaching as a means of improving student learning, particularly where this involves students as co-investigators. Such an approach, however, comes with a number of risks that have received little pedagogic attention. This paper addresses that knowledge gap by advocating a novel approach to research-informed teaching which adopts a risk-management philosophy. We review the literature surrounding the challenges of this style of teaching and identify why a risk-management approach might be appropriate to address some of the inherent issues of research-informed teaching previously reported. Our findings indicate a range of potential risks associated with either the delivery, or non-delivery, of research-informed teaching. We offer a broad framework categorising these risks. Forming the basis of a wider risk-management approach, this framework could promote increased reflection and enhancement of teaching practice.

Authors


  •   Gresty, Karen (external author)
  •   Pan, Wei (external author)
  •   Heffernan, Troy W.
  •   Edwards-Jones, Andrew (external author)

Publication Date


  • 2013

Citation


  • Gresty, K., Pan, W., Heffernan, T. & Edwards-Jones, A. (2013). Research-informed teaching from a risk perspective. Teaching in Higher Education, 18 (5), 570-585.

Scopus Eid


  • 2-s2.0-84881665698

Ro Metadata Url


  • http://ro.uow.edu.au/buspapers/1013

Has Global Citation Frequency


Number Of Pages


  • 15

Start Page


  • 570

End Page


  • 585

Volume


  • 18

Issue


  • 5

Place Of Publication


  • United Kingdom

Abstract


  • There is now considerable support in the higher education literature for research-informed teaching as a means of improving student learning, particularly where this involves students as co-investigators. Such an approach, however, comes with a number of risks that have received little pedagogic attention. This paper addresses that knowledge gap by advocating a novel approach to research-informed teaching which adopts a risk-management philosophy. We review the literature surrounding the challenges of this style of teaching and identify why a risk-management approach might be appropriate to address some of the inherent issues of research-informed teaching previously reported. Our findings indicate a range of potential risks associated with either the delivery, or non-delivery, of research-informed teaching. We offer a broad framework categorising these risks. Forming the basis of a wider risk-management approach, this framework could promote increased reflection and enhancement of teaching practice.

Authors


  •   Gresty, Karen (external author)
  •   Pan, Wei (external author)
  •   Heffernan, Troy W.
  •   Edwards-Jones, Andrew (external author)

Publication Date


  • 2013

Citation


  • Gresty, K., Pan, W., Heffernan, T. & Edwards-Jones, A. (2013). Research-informed teaching from a risk perspective. Teaching in Higher Education, 18 (5), 570-585.

Scopus Eid


  • 2-s2.0-84881665698

Ro Metadata Url


  • http://ro.uow.edu.au/buspapers/1013

Has Global Citation Frequency


Number Of Pages


  • 15

Start Page


  • 570

End Page


  • 585

Volume


  • 18

Issue


  • 5

Place Of Publication


  • United Kingdom