Embedding research activities to enhance student learning

Abstract

Purpose

The purpose of this paper's novel, research‐oriented approach is to embed research‐based activities in a core second‐year course of a university business degree program to support and develop student research capabilities.

Design/methodology/approach

The design draws on Boud and Prosser's work to foster participation in a learner‐centred, discipline‐based approach. Activities rely on technology supports and mixed delivery modes to combine diverse theoretical perspectives and research methodologies.

Findings

The initial implementations of the design generated improved student learning experiences compared to the previous year. Voluntary participation was high and informal evidence suggested that research activities were a core‐contributing element to positive student outcomes.

Research limitations/implications

A formal evaluation study is required to measure precisely the extent to which research activities like those described in this paper have an effect on students' learning experiences.

Practical implications

The research activities embedded in the course curriculum enriched learner participation and experiences without overtaxing resources and, with minor modification, are transferable to different courses and disciplines.

Social implications

The technology‐supported environment described in this study allowed for online viewing of submitted research activities and provided students the opportunity to continually review, reflect and share their insights.

Originality/value

Learner‐focused research activities offer students a novel opportunity to experience research firsthand as informants, inventors and interpreters of knowledge. The adoption of research activities within the curriculum structure is a creative and multifaceted effort to extend students' research understanding.

Citation

Webster, C.M. and Kenney, J. (2011), "Embedding research activities to enhance student learning", International Journal of Educational Management, Vol. 25 No. 4, pp. 361-377. https://doi.org/10.1108/09513541111136649