What constitutes high quality higher education pedagogical research framework
A meta-framework for pedagogical research quality can be downloaded from “What constitutes high quality higher education pedagogical research?’ This framework highlights seven domains of research quality: pedagogical clarity, methodological transparency methodological congruence, strength of evidence, accessibility of findings, transferability, and impact. These domains are organised according to four descriptors: design/description, contextualisation, argumentation and integrity/integration as generic aspects of research design, conduct and writing. The framework invites consideration of all aspects (28 criteria) in informing the research process at every stage – design, implementation, evaluation and reporting, while acknowledging that some criteria will be more centrally relevant to certain stages.
The framework evolved from Evans et al.’s (2015) evaluation of high impact empirical pedagogical research involving analysis of 21,055 higher education pedagogic peer reviewed articles.
The Integrated Academic
The Integrated Academic also provides a useful lens through which to consider the development of high quality pedagogic research and practice. The framework can be used with individuals and teams of staff and students across disciplines, and professional and academic practice to review key professional development needs.
Also relevant is ‘Making sense of learning gain in higher education‘ and an associated presentation on this theme at an Office for Students (OfS) event March 11 2019
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