A research-teaching nexus (RTN) involves integrating research and teaching, with the benefits being increasingly recognised by universities. There exists a myriad of contextual factors that impact successful RTN integration. This is further complicated as many RTN models and frameworks are theoretical, lacking empirical evidence, or practical pedagogic support tools [1][2][3][4]. Those models and frameworks which are practical e.g., Connected Learning at University College London [5] tend to be customised to the institution(s) where they are used. Consequently, this paper reports on how a survey study conducted at Ulster University helped to understand the perception and practice of academics at Ulster, identifying limitations, challenges and conceptual misunderstandings. This analysis led to the development of a practical RTN toolkit, emphasising the opportunities for active and enquiry-based learning, the resulting RTN benefits for students' skills development, and practical suggestions for how academics (specifically early career academics) can achieve this research teaching integration. This became the basis of the design and development of a customised digital toolkit, responding to the gap in RTN practical pedagogic support for academics. This toolkit is now freely available online as an interactive PDF [6]. It provides more practical information, expanding primarily upon Healey's types of RTN [7], and has been informed and customised by studying the literature, survey findings (from Ulster academics), and case studies collected at Ulster University. The toolkit identifies RTN Activities, that are organised along a spectrum of passive-to-active student engagement, the RTN Competencies that can be developed amongst students by engaging in these activities, and a series of RTN Checklists to design and inspire RTN decision making. This toolkit has been piloted with academics from a range of disciplines with positive feedback. Early findings confirm that, for even experienced academics, it has helped to clarify conceptual understanding and led to new ideas for strengthening research teaching integration. This research contributes to the knowledge base on RTNs, providing a practical RTN case study at a large university, which is of relevance to universities with vested interests in strengthening the impact of research teaching integration for both academics and students.
This paper seeks to spark a conversation as it concerns dialogue as an assessment tool and the processes which may be needed to support it. While its context is specific, focused on the use of dialogic assessment in HEA Fellowship schemes, it is suggested that the metaphor which emerged from a collective autoethnographic study has the potential to be of value more widely. Data from this study indicated that dialogic assessment might be likened to a canoe trip which requires careful planning and skillful execution. The five phases identified - designing the vessel, getting aboard, settling in/ settling down, navigating the space and forward-wash – are overviewed with the intention of provoking discussion in the academic practice community, drawing into the conversation individuals who are concerned with assessment for learning generally, and those who have particular interest in the potential of dialogic assessment which culminates in a summative judgement. As such it adds to the literature focused on assessment in higher education by drawing to the fore the conditions in which dialogic approaches can thrive for the individual being assessed, while also facilitating reciprocal learning.
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