What is ‘research-led teaching’ and how can we deliver it in University STEM degrees?

Abstract

Universities advertise STEM degrees as being delivered via ‘research-led teaching’. We worked with students at the University of Liverpool to ascertain what students understood ‘research-led teaching’ to mean, and how it could be improved. We found that most students considered it important to be taught by active researchers and expected that their lecturers be experts in their fields. We found that students craved a more practical, research-based curriculum. Students believed that a research-heavy degree would better prepare them for future employment and provide skills that are more difficult to attain through lecture-based courses, but those who had commitments outside of the University were more hesitant. Our findings highlight the importance of considering underserved communities such as carers and single parents in course design. Overall, we found that the way in which teaching is delivered has a critical impact on students’ confidence and future career choices. We also report that students’ confidence and perceived learning opportunities have been significantly affected by the COVID-19 pandemic. We propose that this is something that needs to be factored in when recruiting for postgraduate degrees and graduate jobs to protect future opportunities for students whose degrees were completed during the pandemic.