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    Research informed learning in the psychology curriculum: an initial evaluation

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    Authors
    Robertson, S. Ian
    Teoh, Kevin
    McMurray, Isabella
    Roberts, Patricia Isobel
    Sochos, Antigonos
    Affiliation
    University of Bedfordshire
    Issue Date
    2011-01-01
    Subjects
    psychology
    teaching
    
    Metadata
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    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.
    Citation
    Robertson SI, Teoh K, McMurray I, Roberts P, Sochos A (2011) 'Research informed learning in the psychology curriculum: an initial evaluation', Psychology Learning and Teaching, 10 (2), pp.84-94.
    Publisher
    SAGE
    Journal
    Psychology Learning and Teaching
    URI
    http://hdl.handle.net/10547/625519
    DOI
    10.2304/plat.2011.10.2.84
    Additional Links
    https://journals.sagepub.com/doi/10.2304/plat.2011.10.2.84
    Type
    Article
    Language
    en
    EISSN
    1475-7257
    ae974a485f413a2113503eed53cd6c53
    10.2304/plat.2011.10.2.84
    Scopus Count
    Collections
    Psychology

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