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Research informed learning in the psychology curriculum: an initial evaluation

  • S. Ian Robertson
    ,
  • Kevin Teoh
    ,
  • Isabella McMurray
    ,
  • Pat Roberts
    ,
  • Antigonos Sochos
  • University of Bedfordshire
Research Output:
Contribution to journal
Article
 Peer-review

Abstract

Research-informed teaching and learning have become an important area for development in psychology departments. There is an assumption that staff research can enhance the curriculum and the student experience. The methods of research and statistical awareness are also deemed important skills for a student in professional psychology to develop. This article reports an evaluation of the degree to which research informs staff teaching and the impact of research methods teaching on student employability. Undergraduate students and recent graduates were surveyed in a mixed qualitative and quantitative research design involving questionnaires, focus groups and a job analysis. A discrepancy was found between lecturers' and students' views of the extent to which staff's research informed their teaching. While lecturers regarded themselves as researchers as well as teachers, students regarded them as mainly teachers and ‘entertainers’. Where staff did refer to their own research to illustrate their teaching they were regarded as enthusiastic and authoritative. Staff-led projects in particular had a positive impact on both students and staff as they appeared to enhance group identity among the students involved and to improve students' understanding of research design. The focus on research, research methods, statistics and research ethics appears to have led some students to develop a critical attitude to events and information in the media and everyday life.

Publication Information

Output type

Research Output:
Contribution to journal
Article
 Peer-review

Original language

English

Pages from-to (Number of pages)

Pages 84-94

Journal (Volume, Issue Number)

Psychology Learning and Teaching (Volume 10, Issue 2)

Publication milestones

  • Published - 01/01/2011

Publication status

Published - 01/01/2011

ISSN

1475-7257

Publication IDs

  • handle.net: 10547/625519
  • Scopus: 82055184858

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