Reviewing the ‘Research Placement’ as a Means of Enhancing Student Learning and Stimulating Research Activity

Abstract

The links between research and teaching have been the subject of much debate and controversy over the need for both activities to take place in universities remains current. This paper reports on the development and evaluation of a research placement module, which aimed to provide opportunities for students to work as research assistants on small-scale projects. This paper outlines the development of the research placement and reviews staff and student experience of the module. The research placement illustrates the multiple benefits of linking teaching and research in terms of enhancing learning, employability and boosting the research culture.

Keywords:

• Undergraduate research
• employability
• inquiry-based learning
• independent study
• work-based learning

Acknowledgements

We would like to thank Pat Cossey, Tim Harris, Jon Fairburn, Dave Moreman, Derek Pratts, Janet Wright and Mike Anderson for their assistance in research supervision. Samuel Doyle, Shani Gallagher, Samantha Jones, Piers McDonald, Neil Wootton, Ian Brooke, Simon Hargreaves, Christine Kinsella, Neil Lee and Tom Ramsay gave us valuable feedback on their experiences as research placement students. Level 2 Geography undergraduates and a range of Staffordshire University employees gave their time to Sustainable Communities. Akristos Ltd. were the interested recipients of the report on their clay–plasterboard blocks, and Tim Deville and Doveridge Heritage Trust worked with us as part of the village community survey. Landowner Tommy Girvan gave permission to use some of the mountain tracks in Glen D'ho for the Scottish Highlands Deglaciation project. We thank Alan Carr from Staffordshire County Council for his comments on the experience of research placement supervision. The piloting of the research placement module was supported by funding from the HEFCE, which was deployed by the Academic Development Institute at Staffordshire University as part of an initiative to enhance links between learning, teaching and research. We would also like to thank three anonymous reviewers whose constructive comments helped us to improve this manuscript.