Professor Timothy Quine

Timothy Quine interprets Aim 3

Strategic Aim 3

Name Timothy Quine


Professor of Earth System Science

College College of Life and Environmental Sciences

Research-inspired inquiry led learning

Research-led education is considered sine qua non in a research-intensive University; however, with the implementation of the new Education Strategy we have the opportunity to co-create a refreshed and distinctive approach to Research-Inspired Inquiry-Led Learning. While integral to this is learning alongside world-class researchers and expanding opportunities for research throughout our programmes, there are many more facets of research-inspired inquiry-led learning to be developed. We have identified the following 5 facets as integral to an Exeter conception of RIILL:

  1. Education at the Research Frontier
  2. Students as Research Apprentices
  3. Education as Investment in Research
  4. Research-Education Collaboration in the 4th Age of Research
  5. Education Practice Informed by Research

With all facets developed and delivered in an environment that promotes synergy between research and education.

In order to promote conversation about this conception and to establish a baseline understanding of the current mapping of these facets across our programmes, we will be seeking feedback from programme and module leaders about where these facets are best represented in our programmes. In order to stimulate the conversation and inform the feedback, the notes below provide some insight into the thinking behind the identification of these facets and some suggested lines of evidence that could illustrate their presence in a programme. We welcome enrichment of these definitions and an expansion of the lines of evidence identified.

Education at the Research Frontier

Typically thought of as integration of cutting edge research into modules and learning from academics who are leading their research field.

Potential Evidence:

    √   Students learning about the results of lecturers own current research and knowledge creation
    √   Students learning about state of the art methods of research and analysis that are employed within their discipline


Students as Research Apprentices

Could be defined as working alongside research-active staff and engaged in learning by doing and thereby developing the attributes summarised in the education strategy that make an excellent researcher and leader in society. Nevertheless, it can be argued that a sound apprenticeship requires the development of the foundational skills that underpin academic study.

Potential Evidence:

    √   Students learning how knowledge is created
    √   Students exploring the knowledge base of the discipline actively, critically and creatively
    √   Students exploring pre-defined open-ended lines of enquiry


Education as Investment in Research

This can be evidenced in research ideas ignited through teaching, through student research projects that generate new knowledge and provide pilot investigations of larger scale studies and through the extension of the reach of our research that our students and alumni can achieve. May include: Education-led research; Student researchers;  alumni ambassadors.

Potential Evidence:

    √   Students formulating and exploring their own open-ended lines of enquiry (including problems, questions or
    √   Students actively participating in the creation of knowledge
    √   Impact-oriented activity undertaken with current students or enabled through alumni


Research-Education Collaboration in the 4th Age of Research

The age of global networks and research concentration – sometimes referred to as the 4th Age of Research – offers opportunities for novel national and international collaboration in both research and education.  Some examples include summer schools, MOOCs and doctoral training partnership.

Potential Evidence:

    √   Students collaborating with students at other Universities based on staff research networks
    √   (International) Research visitors engaging with students on the programme through targeted lectures,
          workshops, etc.


Education Practice Informed by Research

This is enabled through: the expertise of the Graduate School of Education; the support and innovation encouraged by the ASPIRE network; and, scholarly activity and pedagogic research undertaken by members of E&S and E&R job families.

Potential Evidence:

    √   Modules in which novel pedagogic practice is applied
    √   Modules in which pedagogic research is undertaken



For more information about Timothy Quine, please visit his staff profile.

Literature and resources

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