Mobilizing Research-Based Learning (RBL) in Higher Education

Abstract

This chapter makes a case for the importance of research-based learning (RBL) from a comparative international point of view. It highlights traditions that have shaped RBL modules for universities, as suggested by cases in Finland, Australia, and Germany. Although the three institutions diverge in their histories and study programs, they include an element of RBL beyond the traditional research-driven thesis projects in undergraduate and postgraduate degrees. A combination of both collaborative auto-ethnographic narratives of academics and student perceptions assisted in capturing RBL as a transformative teaching strategy. RBL has proven to be a convenient toolkit to tackle current societal issues beyond academic endeavors. It is also a way to develop relevant skills for graduate employability in a digital world.