Hughes, G;
(2019)
Developing student research capability for a 'post-truth' world: three challenges for integrating research across taught programmes.
Teaching in Higher Education
, 24
(3)
pp. 394-411.
10.1080/13562517.2018.1541173.
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Abstract
esearch-based learning in taught courses develops the skills needed to judge knowledge sources and think critically in a post-truth world. In viewing research skills as threshold concepts, the paper argues that transforming a student cannot be a one-off event. Research capacity must build over a programme and this requires coherent research skill development and assessment that is progressive (ipsative). A study of five programmes each with a different design of research ‘throughline’ showed that such integrated research-based learning generates three challenges. Firstly, conceptualising the research skills and progression is not easy. Secondly, the accumulation and enrichment of research skills is not readily visible to students. Finally, providing a clear support system across the programme is not straightforward. The paper concludes that these challenges need to be addressed if the potential of research-based education to enable future citizens to interrogate populist claims and reject misinformation is to be realised.
| Type: | Article |
|---|---|
| Title: | Developing student research capability for a 'post-truth' world: three challenges for integrating research across taught programmes |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/13562517.2018.1541173 |
| Publisher version: | https://doi.org/10.1080/13562517.2018.1541173 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Research-based learning, research development, threshold concepts, post-truth, ipsative assessment |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10059282 |
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