How research on university education can inform practice

This handbook aimed to provide a foundational, empirically grounded overview of the contemporary landscape of research on university education based on a set of literature reviews conducted by top scholars in the field, as we argued that decisions and actions around university education should be research-informed. This chapter integrates evidence around a variety of dimensions (for instance, levels of university education) explored in the handbook that can inform not only educational practices at university but also the implementation of research-informed practices at different levels of university education. Committing to research-informed university education implies that all pedagogical activities at the university should be informed by research on higher education, including learning, studying and instruction; institutional structures and resources guiding and supporting them; and professional development of university teachers and teaching/learning support staff. In this chapter, we summarize the key ‘take-home’ messages of the chapters by reflecting on how research on university education can inform practice and the pedagogical improvement of university education. In this chapter we will synthesize implications for institutional structures and resources, the scholarly community and individuals.