Research-informed teaching: a clinical approach

In a bid to attract students amidst increasing competition within the sector, many universities claim that their teaching is "researchinformed". 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: firstly, 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 researchinformed teaching in a way that enhances employability and therefore appeals to prospective law students.