Research matters: learning, teaching and the role of research

In this article from the Autumn 2003 issue of Directions Mark O’Brien (Sheffield Hallam University) describes the role of research in learning and teaching at SHU.

The role of research in higher education has once again been put under the spotlight, with the government’s white paper on higher education discussing at some length precisely what role research should play in a modern university, significant changes in recent years in levels of Research Assessment Exercise (RAE) funding and intensified discussions on its very future. Changes in student funding and the consequent impact upon institutions’ finances have led to a major rethink about what sort of research can and should take place within this new culture.

Most would accept that research is an essential component for a well-rounded academic culture in any higher education institution; it contributes extensively to knowledge bases and is good for the individual researcher’s profile, work satisfaction and career development. If utilised properly it should also be good for the employing institution’s profile and contribute, either indirectly or directly, to its income generation.

However one area often seems neglected – the role of research in enhancing our ability to teach our own students. Several years ago a student came up to me and asked: “What do you do with all your holidays?” After explaining that I spent a lot of the summer period researching and writing, I reflected that this question must mean that at least some students know very little about our ‘other’ lives – which correspondingly means that much of the work we do as academics is not necessarily transmitted to our students. Beyond material referred to for reading and research, there is no particular reason why students should know about their lecturers’ research, however, I know of many instances where following chance discussions with academic staff students have become interested in a research area and undertaken further work.

Another problematic area is that of the accessibility of research – many students (and some academics!) say they find some academic literature incomprehensible. Is this the fault of the students, or is it the fault of the academics, communicating in a convoluted so-called ‘academic’ style or adopting a theoretical construct that is not readily accessible? At a recent conference I advanced the view that a given area was becoming overly theoretical and thus divorced from reality; another delegate argued that unless this area became more theoretical it could never be understood properly. The important point here, perhaps, is that theory and clarity are not mutually exclusive. A whole range of demands is placed upon academics, but it is a crying shame if peer, institutional and financial pressures mean research work becomes inaccessible, meaningless and ‘unreal’ to students and others in wider society.

There are many ways in which we can open up our work to our students and enhance their learning experience. At Sheffield Hallam we place great emphasis upon making our research accessible and relevant to ‘real life’, locating areas in appropriate legal, political, social and other contexts and discussing theoretical and other approaches, but with accessibility as the cornerstone. We have incorporated our research into many modules on our programmes; for example, our Cyberlaw & Cyber Society and Family Law & Policy modules incorporate much of our work on our research specialisms. With some modules, such as our version of Criminal Justice, the distinct ‘flavour’ of the course was born from our research. Many modules incorporate learning and teaching methods which have been honed at least partially as a consequence of our research activities; assessed seminars and critiques are employed, often as a result of timely and specific developments in the law or specific topical issues.

Another weapon we employ in the demystification of research is the work of our Human Rights Research Centre. In addition to more ‘traditional’ methods of disseminating knowledge via conference organisation, academic speakers and so forth, we include more innovative activities. We have established close links with the Reprieve organisation and the death penalty lawyer and recent The Lawyer Lifetime Achievement recipient Clive Stafford Smith. From these links opportunities exist for our students to undertake work in the United States and become involved in cases, giving them invaluable practical insights that enhance their academic understanding and are of benefit to their studies.

Staff are also committed to disseminating research to the wider local community. We have opened up our activities to a range of external organisations and companies, and an active CPD programme is in place.

Even in what appear to be difficult times for research and for higher education generally, research can and does have a clear value and meaning for our students and a wider audience. The prime objective of academic scholarship and research must surely be about increasing knowledge – for everyone, and via whatever means possible.

Last Modified: 4 June 2010