‘It’s really making a difference’: how small-scale research projects can enhance teaching and learning

Abstract

Following an internal evaluation exercise, using Action Research, this paper identifies the positive impact of small-scale research projects on teaching and learning at a single case study UK University. Clear evidence is given of how the projects benefited students and staff, and enhanced institutional culture. Barriers to better practice are also identified, with suggestions for continuous improvement. The evaluation process is offered as an example of good practice in stewardship of public funds at a time of recession.

Keywords:

• Action Research
• Teaching Informed by Research
• Higher Education