Abstract:

In this presentation, we discuss the development of our university's Centre for Innovation in Higher Education (CIHE) and how it coordinates and supports a Community of Practice [1] for Pedagogic Research [2].

The importance of Pedagogic Research at the University indicated by its prominence in both the University’s Education and Research and Innovation Strategies [3], and we are recognised for delivering sector leading pedagogic research. Furthermore, we emphasise how over time, the work of the Centre has been valued institutionally with the support of senior university leadership, which has been instrumental to its success.

CIHE is a place where people can exchange ideas, provide support for each other, and build a pedagogic research community. CIHE supports inclusive and transformative pedagogies [4] and pedagogic research and learning, teaching and assessment impact evaluations aligned with university learning, teaching, and assessment strategies and initiatives.

Although the development of this Community of Practice was initiated in physical space, the impact of the Covid Pandemic in 2020 resulted in the successful development of a virtual community. Moving forward, the Centre is now adopting a strategic and practical HyFlex approach to its initiatives.

CIHE is a part of the universities’ Learning and Teaching Development Unit (LTDU) and has a core staff of two associate professors and a research fellow, supported by an administrator and an impact evaluation analyst. Visiting fellows consist of a rolling series of two scholars from the UK and two from overseas, in order to enrich and extend the work of the Centre from working alongside the core team.

CIHE delivers a range of activities to enhance pedagogic research and practice, including Transitioning into Pedagogic Research workshops, monthly meetings, drop-in writing sessions, full day Writing Retreats, Academic Writing workshops.

We also describe our university’s unique approach to a Sabbatical scheme, which is managed by CIHE. This innovative initiative extends beyond traditional, long-term sabbaticals to flexible, ‘just-in-time’ projects, with a focus either on education or research or a combination of the two.

Our annual learning and teaching conference acts as a showcase of our initiatives and provides an opportunity for both academic and professional staff to deliver sessions on their pedagogic research, including Sabbatical holders .

We illustrate our pathways to impact through several illustrative examples that demonstrate the increase in pedagogic research activity and outcomes (i.e., journal articles, conference papers, and other scholarly output).

References:
[1] Wenger, E. (1998) Communities of Practice: Learning, Meaning, and Identity. Cambridge: Cambridge University Press. DOI: https://doi.org/10.1017/CBO9780511803932
[2] Jakovljevic, M. and Da Veiga, A. (2019) ‘An integrated academic community of practice model (ACoPM)’, Innovations in Education and Teaching International 57(3), pp. 339-351. DOI: https://doi.org/10.1080/14703297.2019.1623061
[3] Anglia Ruskin University (2022) Designing our future, Underpinning strategies - Education, Research & Innovation and Operating 2022-2027. Cambridge, Chelmsford and Peterborough: Anglia Ruskin University.
[4] Jefferson, M. and Anderson, M. (2021) Transforming Education: Reimagining Learning, Pedagogy and Curriculum. London, Bloomsbury.

Keywords:

Pedagogic research, research centre, community of practice, learning and teaching development, education sabbaticals.