Research Informed Teaching at LJMU

Authors

  • Keith George Liverpool John Moores University, PVC (Research & Enterprise)
  • Karl Jones Liverpool John Moores University, Faculty of Engineering & Technology
  • David Oxborough Liverpool John Moores University, Faculty of Science
  • Helen Tookey Liverpool John Moores University, Faculty of Arts, Professional & Social Studies
  • Anne-Marie Bartlett Liverpool John Moores University, Faculty of Arts, Professional & Social Studies
  • Craig Hammond Liverpool John Moores University, Faculty of Arts, Professional & Social Studies
  • Alison Lui Liverpool John Moores University, Faculty of Business & Law
  • Zara Quigg Liverpool John Moores University, Faculty of Health

DOI:

https://doi.org/10.24377/studentexp1420

Abstract

LJMU has a proud history of high quality research and knowledge exchange with a significant body of world-leading research, as evidenced in the recent REF2021 results. This work continues to be generated by academic staff, research staff and postgraduate research students.

When we reflect on the impact of our research and knowledge exchange activity we often think in "REF terms" of who and what have we influenced and changed outside of the university. Our REF2021 impact case studies were replete with examples of public and private recipients of our work who helped mediate change in health, education, policy, well-being as well as industry and economic change. This supports key strategic actions for LJMU around Place and Partnership, enshrined in the LJMU Strategy 2030.

This session "Research Informed Teaching at LJMU" turns the impact lens inwards to the university and asks what change and improvement has been made to our curricula and student experience on the back of our research and knowledge exchange work. This is now a core focus of the Research and Knowledge Exchange activity within the LJMU Strategy 2030 and is developed in the LJMU RKE Plan 2030. Also it seeks to elevate the role of our postgraduate students, something of a "hidden-minority" in an institution with "students at the heart". what was their experience of the knowledge development process and how can they and their novel work inspire taught students and change their experiences and opportunities. We have been collecting a range of "case studies" related to research informed teaching from around the faculties and we have asked the staff to identify the research work and research students whose new knowledge and stories they have weaved into curriculum content and development. We have asked these case studies to identify new lectures, modules and sometime whole programmes that have been borne out of our research and knowledge exchange and asked the staff to reflect on what this did for student experience, an enhanced knowledge or skill training and how this might play into greater or broader employment/career opportunities.

From the first round of Faculty Research Informed Teaching Case studies we present exemplars from across all 5 Faculties in a lightning talk format for celebration, learning and on-going development of a rich research informed teaching culture across LJMU.

Keith George, PowerPoint. Only LJMU staff and students have access to this resource.

Craig Hammond, PowerPoint. Only LJMU staff and students have access to this resource.

David Oxborough, PowerPoint. Only LJMU staff and students have access to this resource.

Zara Quigg, PowerPoint. Only LJMU staff and students have access to this resource.

Karl Jones, PowerPoint. Only LJMU staff and students have access to this resource.

Published

2023-06-30

Issue

2023: Students at the Heart Conference

Section

Presentations

License

Copyright (c) 2023 Keith George, Karl Jones, David Oxborough, Helen Tookey, Anne-Marie Bartlett, Craig Hammond, Alison Lui, Zara Quigg

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Authors retain copyright and grant the publication right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this publication.