Abstract

The paper’s starting point is to outline the more inclusive definition of advanced scholarship applied by the university with a brief revisit of the key existing literature on the research teaching nexus at the strategy, policy, faculty and course delivery levels. This paper focuses on an evaluation of the links between scholarly activities of staff, teaching and improving student learning. The paper includes reflections on their own practice by staff from a range of disciplines, based on conversations from over fifty interviews structured around key questions developed from relevant literature. The data was validated by a series of focus groups where the researchers shared the results with participating staff. The paper builds on the work of other researchers such as Brew (1999), Jenkins (2003, 2004), Laskey (2004), Amey and Brown (2005). Discussion is invited on broader recognition than has hitherto been the case of what is valued as scholarship and has benefits for student learning. It is suggested that the “hidden” scholarly activities of staff, essentially those performed as an integral part the teaching role, should be made more transparent, recognised and celebrated. Where research funding is concentrated in a smaller number of universities (Locke 2004) in the UK, those who are less well-funded need to demonstrate how they are offering a university-level experience that is different but meets the needs of stakeholders in higher education. The findings of the study are also benchmarked with other universities with similar missions.