Developing student research capability for a ‘post-truth’ world: three challenges for integrating research across taught programmes

References

• Auerbach, C., and L. B. Silverstein. 2003. Qualitative Data: An Introduction to Coding and Analysis. New York: NYU Press.
   Google Scholar
• Brew, A. 2013. “Understanding the Scope of Undergraduate Research: A Framework for Curricular and Pedagogical Decision-Making.” Higher Education 66: 603–618. doi: 10.1007/s10734-013-9624-x
   Web of Science ®Google Scholar
• Brewer, G., A. M. Dewhurst, and D. Doran. 2012. “Undergraduate Research Projects: Practice and Perceptions.” Psychology Learning and Teaching 11 (2): 208–217. doi: 10.2304/plat.2012.11.2.208
   Google Scholar
• Coates, H., and M. C. Lennon. 2014. “Propelling the Field: Insights, Trends and Concepts.” In Higher Education Learning Outcomes Assessment: International Perspectives, edited by H. Coates, 295–312. Frankwurt am Main: Peter Lang.
   Google Scholar
• Coghlan, D., and T. Brannick. 2010. Doing Action Research in Your Own Organization. 3rd ed. London: Sage.
   Google Scholar
• Costello, P. 2011. Effective Action Research: Developing Reflective Thinking and Practice. 2nd ed. London: Continuum International Publishing Group.
   Google Scholar
• Craney, C., T. McKay, A. Mazzeo, J. Morris, C. Prigodich, and R. de Groot. 2011. “Cross-Discipline Perceptions of the Undergraduate Research Experience.” The Journal of Higher Education 82 (1): 92–113. doi: 10.1353/jhe.2011.0000
   Web of Science ®Google Scholar
• Fairclough, N. 1995. Critical Discourse Analysis: The Critical Study of Language. London: Longman Group Limited.
   Google Scholar
• Felton, P. 2016. “On the Threshold with Students.” In Threshold Concepts in Practice, edited by R. Land, J. H. F. Meyer, and M. T. Flanagan, 3–9. Rotterdam: Sense Publishers.
   Google Scholar
• Fox, M., P. Martin, and G. Green. 2013. Doing Practitioner Research. London: Sage.
   Google Scholar
• Fung, D. 2017. A Connected Curriculum for Higher Education. London: UCL Press.
   Google Scholar
• Fung, D., and B. Carnell. 2017. UCL Connected Curriculum: Enhancing Programmes of Study. 2nd ed. University College London, UK. Available online:www.ucl.ac.uk/connectedcurriculum.
   Google Scholar
• Harland, T. 2016. “Teaching to Enhance Research.” Higher Education Research and Development 35 (3): 461–472. doi: 10.1080/07294360.2015.1107876
   Web of Science ®Google Scholar
• Hattie, J., and H. Timperley. 2007. “The Power of Feedback.” Review of Educational Research 77 (1): 81–112. doi: 10.3102/003465430298487
   Web of Science ®Google Scholar
• Healey, M., and A. Jenkins. 2009. Developing Undergraduate Research and Enquiry. York: Higher Education Academy.
   Google Scholar
• Hodge, A. 2010. Review of progress in implementing the recommendations of Sir Gareth Roberts, regarding employability and career development of PhD students and research staff Research Councils UK. Online at http://www.rcuk.ac.uk/documents/skills/IndependentReviewHodge-pdf/ (accessed November 2017).
   Google Scholar
• Hughes, G. 2011. “Towards a Personal Best: A Case for Introducing Ipsative Assessment in Higher Education.” Studies in Higher Education 36 (3): 353–367. doi: 10.1080/03075079.2010.486859
   Web of Science ®Google Scholar
• Hughes, G. 2014. Ipsative Assessment: Motivation Through Marking Progress. Basingstoke: Palgrave Macmillan.
   Google Scholar
• Hughes, G. 2017. “Introducing Ipsative Assessment and Personal Learning Gain.” In Ipsative Assessment and Personal Learning Gain: Exploring International Case Studies, edited by G. Hughes, 1–21. Basingstoke: Palgrave Macmillan.
   Google Scholar
• Hughes, G., E. Wood, and K. Kitagawa. 2014. “Use of Self-Referential (Ipsative) Feedback to Motivate and Guide Distance Learners.” Open Learning: The Journal of Open, Distance and e-Learning 29 (1): 31–44. doi: 10.1080/02680513.2014.921612
   Google Scholar
• Kandiko, C. B., and P. Blackmore. 2012. “The Networked Curriculum.” In Strategic Curriculum Change: Global Trends in Universities, edited by P. Blackmore, and C. B. Kandiko, 3–20. Abingdon: Routledge.
   Google Scholar
• Kiley, M. 2009. “Identifying Threshold Concepts and Proposing Strategies to Support Doctoral Candidates.” Innovations in Education and Teaching International 46 (3): 293–304. doi: 10.1080/14703290903069001
   Web of Science ®Google Scholar
• Kiley, M., and G. Wisker. 2009. “Threshold Concepts in Research Education and Evidence of Threshold Crossing.” Higher Education Research and Development 28 (4): 431–441. doi: 10.1080/07294360903067930
   Web of Science ®Google Scholar
• Land, R., G. Cousin, H. F. Meyer, and P. Davies. 2006. “Implications of Threshold Concepts for Course Design and Evaluation.” In Overcoming Barriers to Student Understanding: Threshold Concepts and Troublesome Knowledge, edited by J. Meyer, and R. Land, 195–205. London: Routledge.
   Google Scholar
• Levy, P., and R. Petrulis. 2012. “How Do First Year University Students Experience Inquiry and Research, and What are the Implications for the Practice of Inquiry-Based Learning?” Studies in Higher Education 37 (1): 85–101. doi: 10.1080/03075079.2010.499166
   Web of Science ®Google Scholar
• Mercer, J. 2007. “The Challenges of Insider Research in Educational Institutions: Wielding a Double-Edged Sword and Resolving Delicate Dilemmas.” Oxford Review of Education 33 (1): 1–17. doi: 10.1080/03054980601094651
   Web of Science ®Google Scholar
• Meyer, J., and R. Land. 2003. Threshold Concepts and Troublesome Knowledge: Linkages to Ways of Thinking and Practising within the Disciplines Enhancing Teaching-Learning Environments in Undergraduate Courses Project, Occasional Report 4. http://www.etl.tla.ed.ac.uk/docs/ETLreport4.pdf.
   Google Scholar
• Meyer, J., and R. Land. 2005. “Threshold Concepts and Troublesome Knowledge (2): Epistemological Considerations and a Conceptual Framework for Teaching and Learning.” Higher Education 49: 373–388. doi: 10.1007/s10734-004-6779-5
   Web of Science ®Google Scholar
• Ng, L. L., and J. Pemberton. 2013. “Research-Based Communities of Practice in UK Higher Education.” Studies in Higher Education 38 (10): 1522–1539. doi: 10.1080/03075079.2011.642348
   Web of Science ®Google Scholar
• Rattray, J. 2017. “Assessing Liminality: The Use of Ipsative Formative Assessment During a Postgraduate Taught Induction Programme to Support the Development of Criticality.” In Ipsative Assessment and Personal Learning Gain: Exploring International Case Studies, edited by G. Hughes, 130–149. Basingstoke: Palgrave Macmillan.
   Google Scholar
• Seymour, E., A. Hunter, S. Laursen, and T. DeAntoni. 2004. “Establishing the Benefits of Research Experiences for Undergraduates in the Sciences: First Findings From a Three-Year Study.” Science Education 88 (4): 493–534. doi: 10.1002/sce.10131
   Web of Science ®Google Scholar
• Speed, E., and R. Mannion. 2017. “The Rise of Post-Truth Populism in Pluralist Liberal Democracies: Challenges for Health Policy.” International Journal of Health Policy and Management 6 (5): 249–251. doi: 10.15171/ijhpm.2017.19
   PubMed Web of Science ®Google Scholar
• Spronken-Smith, R., and R. Walker. 2010. “Can Inquiry-Based Learning Strengthen the Links Between Teaching and Disciplinary Research?” Studies in Higher Education 35: 723–740. doi: 10.1080/03075070903315502
   Web of Science ®Google Scholar
• Taraban, R., and E. Logue. 2012. “Academic Factors That Affect Undergraduate Research Experiences.” Journal of Educational Psychology 104 (2): 499–514. doi: 10.1037/a0026851
   Web of Science ®Google Scholar
• Timmermann, B. C., D. Feldon, M. Maher, D. Strickland, and J. Gilmore. 2013. “Performance-Based Assessment of Graduate Student Research Skills: Timing, Trajectory, and Potential Thresholds.” Studies in Higher Education 38 (5): 693–710. doi: 10.1080/03075079.2011.590971
   Web of Science ®Google Scholar
• Vitae Researcher Development Framework. 2011. https://www.vitae.ac.uk/vitae-publications/rdf-related/researcher-development-framework-rdf-vitae.pdf/view Accessed February 2018.
   Google Scholar
• Waite, S., and B. Davis. 2006. “Developing Undergraduate Research Skills in a Faculty of Education: Motivation Through Collaboration.” Higher Education Research and Development 25 (4): 403–419. doi: 10.1080/07294360600947426
   Google Scholar
• Willison, J., and K. O'Regan. 2008. The Researcher Skill Development Framework. Accessed from http://www.adelaide.edu.au/rsd2/framework/rsd7/ August 2018.
   Google Scholar