Making the impact of discipline-based educational research and scholarship more sustainable: Opportunities for innovation and leadership

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Abstract

Discipline-based educational research and scholarship (DBERS) play an important role in advancing evidence-based pedagogy and reflective teaching. However, many DBERS projects – often with limited financial support – are based on evaluations of relatively small-scale pedagogical interventions. As a result, the impact of these projects tends to be local and short-lived. By making references to an institution-wide initiative, I discuss how the impact of DBERS can be made more sustainable by adopting a participatory research and scholarship consortium model. Leadership efforts to build a consortium may consist of (i) creating a transdisciplinary portfolio of linked discipline-based projects that are aligned with institutional priorities, (ii) building transdisciplinary teams and widening participation by reaching out to students and a wider range of staff, (iii) using research methods such as collaborative autoethnography and participatory action research, (iv) co-creating outputs as the projects progress, and developing links with stakeholders to amplify and sustain the impact of the outputs. By building participatory consortia, academic development units can play a crucial leadership role to inspire innovation and help make pedagogical research in higher education more sustainable.
Original languageEnglish
Title of host publicationSustainable Pedagogical Research in Higher Education
Subtitle of host publicationThe Political, Institutional and Financial Challenges
EditorsCecília Guerra, Amanda Franco, Mónica Seabra
Place of PublicationLondon
PublisherRoutledge
Chapter5
Pages55-66
Number of pages12
ISBN (Electronic)9781003004585
ISBN (Print)9780367436087, 9780367436063
DOIs
Publication statusE-pub ahead of print - 26 Nov 2020

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