Integrating Research-informed Teaching into Sustainable Construction Education

Abstract

Research-informed teaching is increasingly regarded as an effective approach to improving the quality of teaching and student learning in higher education. However, the relationship between research and teaching is controversial, with profound differences existing between different disciplines. This paper aims to enhance the student learning experience by examining the drivers, barriers and practices in relation to research-informed teaching. The research used a broad case study research design, focusing on the sustainable construction discipline taught at a new (post-1992) university in the UK. The results reveal that despite sector, institutional and disciplinary drivers in favour of research-informed teaching, significant barriers existed to the implementation of such an approach among both lecturers and students. A key barrier was found to be the complicated and confusing debate on the research-teaching nexus, which hampered communication between institution, lecturers and students. Further, the professional obligations and academic interests of lecturers were interwoven with the learning and career expectations of students, resulting in a complex network of relationships between research and teaching within the discipline. The paper identifies strategies for advancing research-informed teaching which require simultaneous input and support from a wide range of stakeholders including industry professionals, university policymakers, lecturers and students. Guidance on integrating the approach of research-informed teaching into sustainable construction education is provided