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Dear Paul, I would have to look it up - if pressed - but my memory is that relatively recent research indicates no discernible positive effect in terms of research-active staff and effective teaching. I know of no research, however, that has looked at the doctorate as a contributor to teaching effectiveness. (One would expect that an increased depth of learning would improve one's capability and flexibility in teaching but measurement might be somewhat difficult.) Yours Andrew -----Original Message----- From: Online forum for SEDA, the Staff & Educational Development Association [mailto:[log in to unmask]] On Behalf Of Probyn, Paul Sent: 18 February 2011 09:58 To: [log in to unmask] Subject: PhDs and Learning & Teaching Given the recent discussion on this forum about the possible use of the proportion of staff who are operating at UKPSF standard 2 or equivalent as a PI in the information to be provided to prospective students, it was interesting to read in this week's Times Higher the comments of the Director General of the Russell Group: "The vast majority of our academics have doctorates......academics without a doctorate would be very much in a tiny minority. This has been the case at Russell Group universities for many years. Providing a first-class teaching and learning experience is vitally important to our universities." I'm aware of the considerable research conducted into research-informed teaching, however defined, but this is the first time I have seen the research-led universities proposing that the quality of teaching and learning is directly correlated with the proportion of staff holding a PhD. Is anyone aware of any research that underpins this contention? Thanks. Paul Probyn