A scoping review of action research in higher education: implications for research-based teaching

Figures & data

Table 1. Four dimensions of research-based teaching.

1. Research-led: learning about current research in the discipline.

Focus: to ensure that what students learn clearly reflects current and ongoing research in their discipline. May include research done by staff teaching them.

2. Research-oriented: developing research skills and techniques.

Focus: developing students’ knowledge of and ability to carry out the research methodologies and methods appropriate to their discipline(s).

3. Research-based: undertaking research and inquiry.

Focus: ensuring that as much as possible the student learns in research and or inquiry mode (i.e. the students become producers of knowledge not just consumers).

4. Research-tutored: engaging in research discussions.

Focus: students and staff critically discussing research in the discipline as, for example, in many seminar-based courses.

Source: Table adapted from Healey et al. (2014, p. 17).

Table 2. Inclusion and exclusion criteria.

Inclusion criteria	Exclusion criteria
a. Students as participants of research b. In higher education c. Social Sciences or Humanities d. English language e. Peer-reviewed original research articles	a. Other participants of research b. Other educational levels c. Other higher education disciplines d. Other languages e. Non-refereed publications/grey literature

Figure 1. Flowchart of search outcomes and selection process.

Table 3. Descriptive characteristics of the studies.

Student positioning	Frequency (n = 218)	Study designs	Countries	Students’ roles
0 as researchers	35 (16%)	Qual.: 31 (88,5%) Mixed: 4 (11,5%)	US (n = 14) UK (n = 5)	Researchers, co-researchers, co-inquirers, co-designers
1 as learners and active contributors to research	126 (58%)	Mixed: 32 (25,4%) Qual.: 94 (74,6%)	US (n = 22) UK (n = 19) Turkey (n = 12)	Reflective learners, reflective writers, inquirer, critical thinkers, critical friends, problem solvers, collaborators
2 as source of information	57 (26%)	Mixed: 26 (46%) Quan.: 16 (29%) Qual.: 15 (27%)	US (n = 10) Turkey (n = 7)	Data provider

Healey, M., A. Jenkins, and J. Lea. 2014. Developing research-based curricula in college-based higher education. York: The Higher Education Academy. https://www.advance-he.ac.uk/knowledge-hub/developing-research-based-curricula-college-based-higher-education.

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