ABSTRACT
The discipline of educational research emerged in the twentieth century because there was a distinct need for research-informed data to contribute to decisions about policy and practice. Policymakers, governments, public and private organisations, and individuals are the identified end-users and share pertinent data to advance higher education pedagogical initiatives and activities. The impact of these research endeavours is not always visible and some would argue that this observation minimises research contributions. However, there is evidence that educational research that is conducted and disseminated by academics will inform policy and practice and promote vibrant and deeply engaging teaching and learning environments. Educational research and the subsequent integration into higher education institutional spaces influence policy review and realisation, teaching pedagogy and practice innovations, curriculum development and implementation, undergraduate and graduate student learning advancement, and administration and leadership considerations. Funded higher education pedagogical research and resulting outcomes are the focus of this chapter. Research undertakings and their impact cannot be underestimated.
