NICHOLSON, Alex (2015). Research-informed teaching: a clinical approach. Law Teacher. (In Press)
NicholsonResearch-informed teaching.pdf - Accepted Version
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In a bid to attract students amidst increasing competition within the sector, many universities claim that their teaching is “research-informed”. However, there is some disagreement amongst academics about what actually counts as research-informed teaching and therefore how it should be developed and delivered. Furthermore, whilst academic reputation is a key factor for prospective university applicants, the primary objective of the majority is to enhance employability. Institutions must therefore be careful to ensure that research-informed teaching is developed in a way that is perceived to help rather than hinder this fundamental objective. This article seeks to define research-informed teaching and then considers whether clinical approaches to both teaching and research can offer more widely applicable strategies for effective integration of the two. Two case studies are considered: first, the writer’s own experience as a solicitor in private practice; and secondly, Hallam Law, Sheffield Hallam University’s pro bono law clinic. It is submitted that by adopting a clinical approach to the research and teaching on more orthodox, academic modules, it may be possible to develop and deliver research-informed teaching in a way that enhances employability and therefore appeals to prospective law students.
|Research Institute, Centre or Group:||Law and Criminology Research Group|
|Depositing User:||Alex Nicholson|
|Date Deposited:||10 Nov 2015 13:02|
|Last Modified:||19 Oct 2016 23:40|
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