Research-informed teaching is an educational method. Griffith (2004) noted that this approach improves students’ employability by integrating work-based learning, which enables students to engage in real-world projects and gain practical research experience. Healey and Jenkins (2009) outlined several ways in which students encounter research content during their university education. This approach incorporates evidence-based practices into the learning environment, ensuring that teaching strategies are both effective and up to date.

Understanding research is a complex endeavour. This complexity results in diverse perceptions of research. Some people think researchers perform experiments in laboratories and achieve innovative results by accident. Similarly, students have different views of research, which affect their learning outcomes and shape their research experiences. As Leung (2015) noted, students often start with a research question and quickly formulate a conclusion, then gather evidence to support their preconceived ideas, leading to a biased perspective.

‘Misconceptions about research are prevalent not only among undergraduate and postgraduate students but also extending to PhD candidates.’

Misconceptions about research are prevalent not only among undergraduate and postgraduate students but also extending to PhD candidates. In 2021, Laura Kinkead, a PhD student at Queen’s University Belfast, shared some common myths she believed at the start of her PhD. She noted that many students think a PhD requires Einstein-level intelligence and is only for those committed to a lifelong academic career. Her views shifted once she entered her second year of the PhD programme. Reading Laura’s story, I immediately related, as I often hear these myths from my students. Dispelling these beliefs is challenging when students are new to research, but as they progress, they begin to understand the reality.

Students’ misconceptions about research inspired me to initiate a project within our department and related programmes. Unusually, this effort included undergraduate students. I chose to help two students collaborate on and write a developmental paper based on their dissertation research, which was then submitted to the British Academy of Management (BAM) Conference 2020. This initiative connected the Business Management and International Business Management courses.

Griffith (2004) highlighted the significance of research-informed teaching (See Figure 1), and Table 1 demonstrates how I have applied this approach to my practice.

Figure 1: Research-informed teaching (Healey, 2005)

Table 1: Research-informed teaching (My practice)

The research was presented as a developmental paper at the BAM Conference 2020 online. Both students delivered an asynchronous presentation, and the paper was published in the conference proceedings. Both students valued the opportunity to take an initial step into the research world and gain insight into the process. Both were enthusiastic about continuing their research. Consequently, we collaborated further, and their research is now published as book chapters (chapter 4 & chapter 5 (Tabassum & Nayak, 2024)).

From my experience, I strongly recommend that all forms of research be taken seriously. It is crucial to educate students about research, regardless of whether they intend to pursue a research-oriented career. As researchers and academics, we have a significant responsibility in shaping students’ understanding of research. Academics should teach students not only what research is but also how it can benefit their personal and professional lives, whether or not they choose a research-related career path. Emphasising collaboration and supporting early-career academics, researchers and students at all levels (undergraduate, postgraduate and doctoral) in publishing will help us build a positive research and teaching community and facilitate the spread of knowledge.

References

Griffiths, R. (2004). Knowledge production and the research–teaching nexus: The case of the built environment disciplines. Studies in Higher Education, 29(6), 709–726. https://doi.org/10.1080/0307507042000287212

Healey, M. (2005). Linking research and teaching exploring disciplinary spaces and the role of inquiry-based learning. In R. Barnett (Ed.), Reshaping the university: New relationships between research, scholarship and teaching, pp. 67–78. McGraw-Hill/Open University Press.

Healey, M., & Jenkins, A. (2009). Developing undergraduate research and inquiry. The Higher Education Academy. https://www.advance-he.ac.uk/knowledge-hub/developing-undergraduate-research-and-inquiry

Leung, I. (2015). Student’s misconceptions of research. Centre for Learning Enhancement And Research (CLEAR), The Chinese University of Hong Kong. https://www.cuhk.edu.hk/clear/rs/misconceptions_of_research.pdf

Tabassum, N., & Nayak, B. (Eds.). (2024). Patriarchy and gender stereotypes in the contemporary world. Routledge.