Author: University of Bristol

By Susan Jim and Caroline McKinnon

What the Africa Charter for Transformative Research Collaborations means to the University, local communities and diaspora will be explored during the event, “Bristol and the Africa Charter”, co-hosted by Professor Marcus Munafò, Associate Pro Vice-Chancellor for Research Culture, the Inclusive Research Collective (IRC) and the Perivoli Africa Research Centre (PARC), 12h30-17h00 on Tue 31 October 2013, MShed, Bristol. For more details and to book your ticket please see Eventbrite link. 

Research and the processes of producing knowledge are not free from power imbalances and inequities. All stages of research – from the development of ideas for inquiry and the conception of research projects, to data collection, analysis, publication, dissemination of and access to research outputs – involve relations among actors with different degrees of explicit and implicit power. African decolonial literatures show that the web of power relations between African and other actors involved in knowledge production is profoundly shaped by colonial experiences and legacies.  

To begin conversations on how to redress these imbalances, the Perivoli Africa Research Centre (PARC) and the Inclusive Research Collective (IRC) collaborated on the ‘Small Talks for Big Change‘ seminar series. This was a series of six virtual talks in which speakers from the African continent discussed post- and de-colonial perspectives on, and lived experiences of, the multiple layers of power imbalances present within Global North-Africa research collaborations.

An initial seminar introduced the work of PARC and the series aims, and the remaining events explored the major layers of power imbalances in research collaborations between the Global North and researchers in the African continent, including: 

• the inequalities in practical collaboration arrangements – Dr Catherine Kyobutungi, African Population and Health Research Centre 
• the dominance of western-centric epistemologies, languages, theories and concepts in the production of scientific knowledge – Dr Divine Fuh, University of Cape Town
• the “development frame” which confines the majority of the research on the continent to an international development or aid agenda – Professor Puleng Segalo, University of South Africa
• the vast disparities in institutional resourcing – Professor Alex Ezeh, Drexel University 

The final event with Professor Agnes Nairn, Pro Vice-Chancellor (Global Engagement) at the University of Bristol discussed the need to go beyond current models of equitable collaborative models and the development of an Africa-centred Charter and guiding framework for transforming research collaborations with Africa. 

The Africa Charter for Transformative Research Collaborations 

In a joint endeavour, Africa’s major higher education bodies including the Association of African Universities (AAU), the African Research Universities Alliance (ARUA), the Inter-University Council for Eastern Africa (IUCEA), the Association of West African Universities (AWAU), the Council for the Development of Social Science Research in Africa (CODESRIA), and the African Academy of Sciences (AAS), have co-created the Africa Charter for Transformative Research Collaborations; a framework for advancing a transformative mode of academic research collaborations with Africa that will serve to advance and uphold the continent’s contribution to global knowledge production.  The initiative is facilitated by PARC together with the Chief Albert Luthuli Research Chair, University of South Africa and the Institute for Humanities in Africa (HUMA) at the University of Cape Town. 

Going beyond existing equitable partnership frames, the Charter captures institutional commitment to, and shared principles, goals and approaches for, change in institutional and wider HE sector policies and standards in order to embed a mode of partnership working that redresses the multiple layers of power imbalances in Global North-Africa relations. Drawing on African intellectual thought, analyses of extant global scientific and equitable partnerships efforts, and dialogue with key HE and research actors in Europe, North America and others across the globe, the Charter:

1. articulates basic principles on how research collaborations need to be configured to redress the multi-layered power imbalances in Global North-Africa knowledge dynamics; and

2. sets out goals and guiding frameworks for institutional and HE-sector policy change to embed such a transformative collaboration mode.  

 The Charter was launched in July 2013 at the AAU’s Biennial Conference of Rectors, Vice-Chancellors and Presidents of African Universities (COREVIP) in Windhoek, Namibia. This was followed by discussions in September 2013 at the Times Higher Education World Academic Summit in Sydney, Australia.

Updates on the Charter can be found here. 

 

By Marcus Munafò

At the start of the summer, we held the second and third events in our Future of Universities series. The higher education landscape has seen significant changes over the past decade, influenced by  factors such as increasing tuition fees, rising costs of living and the COVID-19 pandemic. Our events delved into what teaching and the role of universities will look like in 2033.

Read on for a summary of the discussions from each event and watch our recordings to hear the full discussions!

The Future of Teaching

Chaired by Tansy Jessop (Pro Vice-Chancellor for Education, University of Bristol), this event featured experts from across the teaching system in higher education. We were delighted to be joined by Nicola Dandridge (Professor of Practice in Higher Education Policy, previously Chief Executive, Office for Students, 2017-22), who gave an excellent talk on how our approach to teaching should be molded around the students of the future rather than expecting students  to mold themselves around a predetermined model.

She considered external factors that will  influence the world over the next ten years, including a need for higher level skills,  economic and social pressures , and climate emergency that will affect what students choose to study and how we deliver teaching. With a recent UCAS report predicting huge increases in university applicants over the next decade, this is a particularly pertinent time to  have these discussions!

We then opened up the discussion to our panel for an interactive Q+A session with our audience. As you can expect from over an hour of expert discussions, we covered a lot! Some of the key points highlighted by our panel included;

• The need for universities to give students the skills, knowledge and orientation to deal with the complexity and uncertainty of the modern world, and actively involving them in the learning experience rather than creating a system where they are passively receiving content.
• The role of higher education institutions as diverse learning environments, whether the “jack of all trades” approach works in an increasingly competitive environment and if gaining a degree  is more than a box ticking exercise on the employability conveyor belt.
• Conceptualising university education as a lifelong set of activities rather than a coming-of-age process for 18–21-year-olds
• Recognising the challenges and pressures faced by teachers at universities and balancing the student and teacher requirements to ensure as positive an outcome possible for all involved including students, graduate teachers and technical staff

Watch Nicola’s talk and the full discussion here;

The Future Role of Universities in Society

The final event in our series focused on higher education’s role as a policy influencer and an enabler of the implementation of future technologies. We were joined by experts at the key decision-making points of higher education policy including Matt Western (Labour MP for Warwick and Leamington, Shadow Minister for Education) and Vivienne Stern (Chief Executive, Universities UK) alongside colleagues from across the university landscape.

This event naturally resulted in a broader discussion than our previous two events – it would be impossible to talk about the role of universities without discussing research and teaching, after all!  Therefore, we aimed to debate how the challenges and opportunities of the framework that higher education institutions operate in affect (and will affect in the future) our ability to both pioneer research and deliver a positive student experience.

Key discussion points raised by our panel and audience members included;

• The loss of public trust in higher education institutions and how we regain that trust and sustainably grow the sector.
• The increasing need to support PhD students and early career researchers as society faces further complex challenges which will require continued innovativation
• A need for universities to push ourselves to further help employees and students develop skillsets for the changing world. Currently, too much of the onus to do this is on the individual.
• As institutions, our responsibility is to champion the higher education sector and safeguard its future amidst public and government pressures while reconciling this with maintaining positive relations and recognising where the majority of university funding comes from – we can do this better.

Watch the full discussion here;

I’d like to take a moment to thank all our attendees over the course of these events, our panelists and chairs, and the Research Culture team for facilitating such in-depth discussions. We’re currently hard at work on allocating our 2024 Research Culture funding and organising the 2023-24 academic year’s events, and we look forward to sharing more information in due course!

By Sophie Collet, Conny Lippert, James Hackney, Marc Strydom and Sarah Everett-Cox 

With many competing pressures on our time at the moment, it is important we know why we are asked to do certain things. One example is the Time Allocation Survey (TAS), which is being carried out during this academic year (2022/23). There are three periods that form part of this return, and the third of these opens for completion from 1 August 2023.

The Transparent Approach to Costing (TRAC) is a sector-standard methodology used in the UK for costing universities’ main activities (teaching, research, and other). A key part of this approach is the TAS, which captures how our academic staff spend their time across the activity categories. It is a government requirement that all universities collect this data at least once every three years, although Bristol has agreed to run the TAS again in 2023/24 to ensure that the data are as accurate as possible, and that any changes in working practices noted in the current return are not outliers.

TAS return data are used to determine the average time per activity for each School, which in turn determines which activity and sponsor type to allocate institutional income and costs to. Funders have previously recognised that there have been pressures in the HEI system that encourage academics to overstate their time on research at the expense of teaching. The data captured by TAS responses provide one lens to inform our strategic decision-making, including understanding balance of activities and our resources, and allocation of internal funding, enabling the University to achieve its strategic goals.

Our annual TRAC return is also submitted to the Office for Students (OfS) each year and has direct implications for strategic planning decisions made at national level, such as in relation to the public funding of higher education.

It’s therefore crucial that the TAS data we collect are as accurate as possible.

There are a few key points we think are worth clarifying:

• Conversations around workload planning (eg if you feel you are working excessive hours) should take place with line managers as a separate discussion outside TAS completion.
• TAS requires a percentage allocation of ALL time worked (ie this should cover all of your working time and not just work completed in traditional office hours).
• TAS is not an individual performance management tool. It’s designed and intended to show the balance of actual work completed over each period, and the analysis that is performed on this data will be aggregated at School and Faculty level.

University of Bristol colleagues can find further guidance on completing the TAS on the MyERP SharePoint site here, and you can contact tas-support@bristol.ac.uk if you have any questions about the TAS return.

You can find a more detailed explanation of the importance of TRAC and TAS in Why is TAS important, and what is TRAC? (PDF file).

 

By Emilie Poletto-Lawson and Dr Hannah Grist

One of the three pillars underpinning the University of Bristol’s Vision and Strategy (2030) holds that at Bristol, “our education is shaped by the fact that we are a world-class research-intensive university. The link between research and teaching informs our taught courses, and is integral to research supervision.” Our Vision imagines a future where we attract and inspire students “from across the globe, with a distinctive education offering, innovative teaching and research-rich curriculum that enriches their university experience, careers and lives.” Our staff development offer for colleagues who teach and support learning at the University forms the “Cultivating Research-rich Education and Teaching Excellence (CREATE)” programme, further highlighting the connection between research and education at Bristol.

But what does it mean to cultivate a research-rich curriculum? What are some of the benefits and challenges, and how have colleagues at Bristol engaged with research-rich approaches? 

Definitions and benefits of research-rich teaching

The traditional view of research and teaching in higher education – as schematised by Brew in 2003 – demonstrates a clear separation between the two. This could perhaps be seen as the origin of the three learning, teaching and research pathways in our institution.

Two years later, Healey redefined the relationship between teaching and research in his seminal 2005 work, identifying four approaches to the research-teaching nexus. The University of Bristol has since aligned, moving from advocating a research-led approach (teaching the latest advancements in research) to being research-rich, and therefore encompassing all four quadrants.

Healey considers the various roles students and teachers can occupy. On one hand, the nexus aligns with a traditional approach focused on the role of the teacher. Students are less active and more of an audience – they can still engage with research content, but the emphasis is more on transmission of knowledge (research-led) or teaching processes of knowledge construction (research-oriented). On the other hand, the nexus is student-focused, and involves them either in engaging actively with research content (research-tutored approach) or carrying out their own research (research-based).

Benefits for students: A research-rich approach moves away from the traditional teacher-focused approach, which sees students as recipients of knowledge, to a student-centred approach that develops students’ true potential as researchers in training and as partners. As demonstrated by Healey and Roberts in 2004 and Healey in 2005, the students’ learning experience is greatly enriched and enhanced through not only access to cutting-edge research but also active and innovative teaching methods such as inquiry-based learning. This contributes to increased intrinsic motivation and the development of key skills (critical thinking, research skills) that also enhance students’ employability as shown by Griffiths in 2004. The students, in this approach, become an integral part of the university community of practice and can contribute to society throughout their studies.

Benefits for staff: These approaches are an opportunity to bring together two key aspects of colleagues’ professional lives – teaching and research – which might in turn lessen competing demands on time. Colleagues might share the research they are still developing with their students (whether through presenting the information or making students part of the exploration), with students acting as a sounding board. This can also provide an opportunity for staff to express their research to a general audience, receiving early feedback and an intake of fresh ideas. Looking at the experience of colleagues within the institution, other benefits mentioned are an opportunity to improve one’s teaching and job satisfaction, as cited by participants on the CREATE programmes. Finally, it is likely that among the students mentored through this research-rich experience is a future colleague and collaborator, who will have been inspired and empowered to pursue research and teaching.

Challenges of research-rich teaching

Time: Whilst colleagues might already include activities which sit across the different quadrants of Healey’s research-teaching nexus, in an environment in which demands on time and resource are ever-increasing and competing, it can be challenging to find the time and capacity needed to embed research-rich approaches in our teaching. In the first instance, it takes time and space to develop our own research interests and methodologies, and then to engage in (primary or secondary) research that might later be drawn upon in teaching. Subsequently, energy and expertise are required to review and develop our curricula and assessments to embed newly developed research-rich approaches. The resulting competition for time and resources often concludes with colleagues adopting a pragmatic response, in which curriculum enhancements are small and incremental, putting off more substantial development for a later date.

Conflict: The idea of competition between research and teaching extends into wider questions about the nature and purpose of universities, and the value placed upon our core activities. As Bage argued in 2018, “Universities typically value academics’ research over teaching, as indicators through which to judge career advancement and institutional prestige” (p.151). Whilst teaching and research are linked in our Vision and Strategy, how far might the organisation of academic staff at Bristol across three pathways, which separates and delineates research and/or teaching responsibilities, reinforce the distinctive nature of these activities?

Assessment: Assessment on programmes that adopt research-rich approaches might also be challenging (yet beneficial!), as these approaches often aim to develop multiple skillsets in our students including problem-solving skills, research skills, and subject specific knowledge. This can make it difficult (but not impossible) to design assessments that capture the full range of deep learning that results from research-rich approaches. To capture this range of learning, assessment of research-rich learning might involve portfolios, presentations, research projects and reports, or peer review, which can be more time-consuming for staff new to these approaches to mark and provide feedback on. This challenge might equally be seen as a benefit, however, as qualitative assessment is already a feature of many of our programmes, and we know that both staff and students gain much from assessments that promote deeper learning and engagement.

Research-rich teaching at the University of Bristol

Disciplinary approaches: Research-rich teaching at Bristol takes many forms. Beyond the institution’s historical research-led approach, we can also find many examples of innovative approaches covering Healey’s quadrants. One fantastic case study can be found in the Faculty of Health Sciences, bringing together first-year undergraduate dental and medical students to be part of a conference designed to assess their knowledge in only their 10th week at the University. This project demonstrates how students can experience being a researcher very early on. Students develop self-management, transferable skills and creativity through group work and inspiring tasks: an oral PechaKucha, a poster and a creative piece. If you are interested in reading more examples (or sharing your own), please visit the BILT blog page dedicated to research-rich teaching.

Research-rich Learning Communities: Research is not limited to being discipline-specific, and the University counts a great number of Scholarship of Learning and Teaching communities which bring together passionate colleagues, often Pathway 3, but not exclusively. The Engineering Education Research Group is an excellent example of colleagues from various pathways coming together to “lead and define a direction for engineering education and to encourage evidence-based pedagogical innovation both inside and outside the University of Bristol.”  You can find their key research themes, publications and blog on their webpage linked to above.

Staff and students as partners: The Bristol Institute for Learning and Teaching (BILT) also champions research-rich teaching through investing in staff and students as partners. Colleagues can work on an existing BILT project or benefit from funding to work on their own project as it aligns with at least one BILT theme. The Student Research Journal and the Student Research Festival are student-led through the BILT student fellows who can count on the support and expertise of BILT colleagues. The former is an opportunity for students to get their outstanding work published in an online, peer-reviewed journal. The latter promotes and recognises the excellent research conducted by both undergraduate and postgraduate students, grouped around key themes.

Conclusion

Research-rich approaches to learning and teaching at Bristol thus have proven benefits for both our students and staff which can enrich the wider University and positively impact the world around us. But bringing together research and teaching remains challenging, and there is still a way to go to meet the aims set out in our University Vision. Whilst structural limitations might still impede our bringing together of research and teaching in our practice in the short term, as highlighted by Hordósy & McLean in 2022, in the longer term we must strive to develop a more equitable, inclusive, flexible and collaborative environment in which research and teaching are mutually encouraged and nurtured.