The Business Education Research and Scholarship (BERS) network was established in the summer of 2024. The centre has quickly become a vibrant community for colleagues interested in educational research, scholarship, and professional development. The network typically runs between eight and ten events each year, covering a wide range of themes and initiatives relevant to business education.
Three Pillars of BERS
BERS was founded around three core pillars designed to support Business School educators at all stages of their scholarly and professional development.
1. Pedagogic Research
The first pillar focuses on pedagogic research as part of the broader Scholarship of Teaching and Learning (SoTL). This involves supporting colleagues in investigating educational practices, generating evidence, and contributing to the growing body of research on teaching and learning in higher education.
2. Scholarship of Teaching and Learning
The second pillar encompasses a broader view of scholarship. Alongside pedagogic research, this includes publications, knowledge exchange activities, workshops, conferences, and other forms of dissemination that contribute to educational excellence and innovation.
3. Developing Business Education Expertise
The third pillar centres on developing expertise in business education. A good example is the delivery of workshops on emerging topics such as artificial intelligence in education, helping colleagues stay informed and develop new skills that can enhance their teaching practice.
What Has BERS Delivered So Far?
Since its launch, BERS has organised a diverse range of events and activities.
One popular workshop focused on writing and publishing textbooks, providing practical guidance for colleagues interested in authoring educational resources. Another explored writing and publishing teaching cases, helping participants understand both the creative and publication processes involved. This event also led to the establishment of a Teaching Case Writing Support Group, where colleagues meet informally every few months to discuss progress, share challenges, and support one another in developing teaching cases for publication.
Recognising that many colleagues are interested in educational research but unsure how to begin, BERS also delivered a workshop on starting a pedagogic research project. This provided practical support for those new to pedagogic research and those considering their first project.
Artificial intelligence has been another area of focus. Workshops such as AI for Educators and AI for Beginners introduced colleagues to the opportunities and challenges presented by AI, helping participants develop confidence in using and understanding these rapidly evolving technologies.
The network has also hosted Work-in-Progress Presentation Sessions, offering colleagues an opportunity to share developing projects, whether these involve journal articles, pedagogic research studies, policy-related work, or other scholarly outputs.
One particularly successful event brought together editors from leading pedagogic research journals. This gave colleagues a rare opportunity to gain insight into the publication process, ask questions directly to journal editors, and better understand what makes educational research publishable and impactful.
Looking Ahead
As BERS continues to grow, the focus remains on strengthening a culture of scholarship and educational research within the Business School.
Key priorities include:
- Supporting colleagues on education-focused career pathways.
- Increasing the visibility and impact of pedagogic research.
- Identifying and promoting funding opportunities.
- Encouraging collaborations with students, professional services colleagues, and industry partners.
- Embedding scholarship more deeply into the everyday culture of the School.
There have already been encouraging signs of progress. During the 2025–26 academic year, one colleague was awarded dedicated educational research leave, enabling them to spend a semester focusing on a pedagogic research project.
Challenges
This initiative has not been without its challenges, however.
One of the most significant is time and capacity. Colleagues on education-focused pathways typically have around 10% of their workload allocated to Scholarship of Teaching and Learning activities. While this can provide valuable space for scholarly work, competing demands (particularly during teaching-intensive periods), can make sustained engagement difficult.
Another challenge is the range of experience levels within the community. Some colleagues are just beginning their SoTL journey and need guidance and mentoring, while others are experienced researchers who regularly publish in pedagogic journals and present at conferences. Ensuring that activities remain relevant and valuable for everyone is an ongoing priority.
BERS also works closely with existing initiatives, including the Faculty Research Group (FRG) and the Bristol Institute for Learning and Teaching (BILT), to ensure collaboration rather than duplication of effort. This spirit of partnership has been crucial to the network’s success.
Finally, there is the challenge of sustaining engagement over the long term. The ambition is for BERS to become a fully embedded part of the Business School’s culture rather than being dependent on a small number of individuals. By building a strong community and encouraging wider participation, the network aims to create a lasting legacy that will continue to support colleagues for years to come.
Creating a Strong SoTL Culture
BERS is about creating a supportive community where colleagues can explore ideas, share expertise, develop research, and enhance educational practice. Through workshops, collaborative networks, research support, and professional development opportunities, the network is helping to build a thriving culture of Scholarship of Teaching and Learning within the Business School.
As BERS continues to evolve, its goal remains clear: to strengthen business education through research, scholarship, innovation, and collaboration.
Leave a Reply