Repository logo
 

Centre for Academic Practice

Permanent URI for this collectionhttps://eresearch.qmu.ac.uk/handle/20.500.12289/29

Browse

Filter results by typing the first few letters
Now showing 1 - 3 of 3
  • No Thumbnail Available
    Item
  • No Thumbnail Available
    Item
    How Can Research Enhance Practice in Higher Education? Exploring practical ways of utilising 'enhancement' research.
    (2007-05-10) Bovill, C.
    The First Year Curriculum Design Project is one of a number of projects commissioned as part of the 'First Year' Enhancement theme in Scotland (see the Enhancement Themes website). This project shares with other research, the challenge of how to best enhance practice on the basis of research findings. This workshop will include a brief overview of the enhancement themes and the work of the first year curriculum design project. This work will then lead to broader discussion of different possible ways of using research to engage staff and students and to better enhance practice, and to move us on from the view of enhancement as a 'messy business-_riven with difficulties' Newton (2002). The workshop discussion will focus on issues such as: the most useful formats that research can be disseminated in to ensure they influence and enhance practice; and what researchers and practitioners can do to make it more likely that research can lead to enhanced practice. It is intended that the outcomes from this workshop will inform ongoing discussion among Project Directors and the Steering Committee of the First Year Enhancement Theme. It is also intended that the workshop outcomes will influence the format in which the first year curriculum design project will disseminate its findings.
  • Thumbnail Image
    Item
    Linking research and teaching through student-led module evaluation.
    (2007) Bovill, C.
    This paper outlines the processes and outcomes from two innovative student-led projects to evaluate education research modules on a Masters level programme in Professional Education at Queen Margaret University, Edinburgh. Both projects were underpinned by the overall programme philosophy emphasising learner-centred approaches and strong research-teaching linkages. One project was an Action Research Evaluation project where students guided all stages of evaluating a module. The second project involved the students critiquing existing institutional module evaluation forms and then designing their own module evaluation form. Outcomes from the projects include increased student knowledge, skills and confidence in using education research methodologies and undertaking small-scale collaborative research projects. In addition, staff have gained a greater awareness of which aspects of the modules students consider should be evaluated. Students are still actively involved in the Action Research Evaluation project and are currently collaborating to write a journal article and present their findings at a seminar. The students are also directly informing the redesign of modules for the next academic year.