Bristol Institute for Learning and Teaching

Date: July 2026

Authors: Sheena Warman and PedRes/SoTL 2025-26 team 

Themes: Pedagogic research, Scholarship of teaching and learning

Faculty: All

The Practice 

Pedagogic research (PedRes) is a key component of the Scholarship of Teaching and Learning (SoTL). PedRes can be broadly defined as ‘the undertaking of a systematic study into aspects of teaching and learning within your own classroom or department, with results placed in the context of the broader literature to add to the body of knowledge’. PedRes has benefits for the educator themselves (e.g. job satisfaction and career progression), the learners (e.g. evidence-based innovations in teaching), and the institutional reputation.  

In 2023-24 (https://bilt.online/pedagogic-research-culture/), a BILT-funded project team explored the literature relating to pedagogic research in the UK and undertook a survey of the pedagogic research culture and practice landscape at the University of Bristol, generating a list of recommendations that we have implemented in subsequent years. In 2024-25 the team developed a central “hub” for PedRes information and support, and development of a suite of training materials. The expanded team for 2025-26 were tasked with four workstreams: 

• WS1 Resource Evaluation and Development: Launch and evaluation of the resources developed for 24-25 (First Steps and Next Steps), and working with BILT to ensure a sustainable plan for ongoing delivery and development. 
• WS2 MRes/PhD Development: Initial plan was to scope and seek approval for affordable, accessible routes to level 7 (MRes) and 8 (PhD) qualifications for interested University of Bristol colleagues.  
• WS3 Supporting SoTL culture within Schools/Faculties: Identify gaps in support for SoTL at School/Faculty level and provide guidance to Schools/Faculties to implement support systems where appropriate, drawing on the work from 23-24 and 24-25. 
• WS4 Curriculum Leadership Development: Pilot use of an evidence-based framework for supporting and developing aspiring curriculum leaders. The framework contains guidance for both Heads of School and aspiring leaders, and draws on self-determination theory.

Findings

• WS1 Resource Evaluation and Development: Three “first steps” and four “next steps” modules were launched on Develop, supplemented by a successful workshop supporting the first steps modules. Participants were asked to evaluate the resources which revealed that the “first steps” modules and workshop generally increased staff members’ knowledge, confidence, and motivation to conduct pedagogical research, with most participants willing to recommend the training. However, low engagement with the “next steps modules” and feedback from participants highlighted a need for improvements, including enhanced visibility, dedicated ethics and funding guidance, and personalized mentoring. 

• WS2 MRes/PhD Development: To better understand the PedRes skills training needs of UoB staff, an anonymous online survey was circulated via School- and Faculty-level Scholarship of Teaching and Learning interest groups. 93 responses spanning all three faculties were received (81% from Pathway 3 staff), with 89% of respondents indicating they would like additional support in developing their PedRes skills. Respondents reported a preference for non-accredited training opportunities (66% respondents) versus accredited training (e.g., PGCert, MRes or PhD), with time and workload the most frequently reported barriers to staff engaging in PedRes skills training. A series of follow-on focus groups conducted with 14 Pathway 3 staff probed how such barriers might influence staff preferences regarding the format of PedRes skills training. The focus groups highlighted a clear need for practical-based pedagogic research skills training that was linked to real projects rather than abstract theory, with flexibility of engagement (synchronous/asynchronous) essential due to high timetabled teaching workloads and a lack of Pathway 3 staff autonomy over their time. Crucially, focus group participants overwhelmingly agreed that any PedRes skills training must be seen as ‘protected time’ to justify it to line managers.    

• WS3 The group hosted a “show and tell” workshop to bring together and create opportunities for sharing practice for interested colleagues. Speakers shared their experiences at school and faculty level, with more than 30 participants and a key take-home message from participants of “stop finding time – start making time!” and a request for more streamlined ethics process for pedagogic research. Building on this, a series of three “talking head” videos will be published on the BILT website with accompanying written blog versions and a written introductory summary. 

• WS4 Curriculum Leadership Development: Using Artino’s approach to scale validation, we have created a scale to measure “Educational Development Culture” within schools. Following expert (content) review and cognitive interviews, we have piloted the tool in three schools and are currently analysing data before meeting with Heads of School and School Education Directors to discuss findings and next steps.  

The Impact 

118 colleagues enrolled on the first steps modules and 66 on the next steps modules. Both, the first steps and next steps modules were included as two separate courses within the same learning path on Develop, although colleagues reported not being able to find the next steps modules.

Therefore, modules will be merged into a single course, updated to work on the newly available Elucidat software, and then be uploaded onto Develop. The modules’ ownership and management will then be handed over to the BILT team. 

We have a much better understanding from colleagues across the institution of the types and range of more formal training provision that would be valued. 

SoTL activity is gaining prominence in schools and faculties, as we worked towards a shared understanding of what it means for schools and individuals. 

Next Steps

The group’s work will continue into 2026-27, with four workstreams: 

• TRAINING:  Establishing additional training opportunities in pedagogic research (Building on WS1 & 2 25-26) 
• SCHOOLS: Supporting SoTL in Schools (Building on WS3 and 4 from 25-26) 
• ETHICS: Establishing an ethics review process specifically for pedagogic research (NEW) 
• JOURNAL: Exploring feasibility of publishing a UOB teaching and learning journal (NEW) 

Contact 

Sheena Warman (Sheena.Warman@bristol.ac.uk )