Our outputs: Researching the Social World: a template for learning

What we did?

• Focus - developing a culture of research

mindedness in Social Science students

• Engaged in HEA Students as Partners

Change Programme

• Introduced pilot module – ‘Researching the

Social World’

• Emphasised research/learning in discovery

mode focus

• Embedded Interdisciplinary, inquiry-based

learning

Doyle, L. (2013). Curriculum for Excellence: Impact on Higher Education Final Report.

Glasgow: QAA Scotland.

Education for All! Commission for Developing Scotland’s Young Workforce Final Report.

2014. Edinburgh: Scottish Government

Education Scotland (n.d.) The Curriculum in Scotland. Online. Available at:

http://www.educationscotland.gov.uk/thecurriculum/

Healey, M. & A. Jenkins (2009). Developing undergraduate research and inquiry. York,

HEA.

Land, R. and G. Gordon (2008). Research-Teaching Linkages: enhancing graduate

attributes, Sector-Wide Discussions Volume 1. Glasgow, QAA.

Levy, P., et al. (2011). The Sheffield Companion to Inquiry-based Learning. Sheffield, The

University of Sheffield.

Mayes, T. (2013). Developing and Supporting the Curriculum: A synthesis of the second

year of the Enhancement Theme 2012-13. Glasgow: QAA Scotland.

The learner experience of the pilot moduleHarnessing the potential of active, partnership learning

Key drivers – internal & external

• UWS Strategic Framework

• Curriculum for Excellence

• Enhancement Themes

• Quantitative Methods Initiative

Avoid passive consumption

Encourage active production

Enable learner-led learning

Encourage discovery

Empower learners

Why we did it?

engagement, inclusion,

participation

connecting, creating,

constructing

active, inquiry-based learning

research mindedness

learning in partnership

Evidence across the HE sector suggests that involving

students in research-type activities and the development of

research ‘mindedness’ enhances engagement and supports

progression and retention. It also creates an environment

conducive to peer support and peer-assisted learning,

empowering students to become co-creators of their own

learning experience

(see Land & Gordon 2008; Healey & Jenkins 2009).

Learners will comfortably push the boundaries of their own and

others learning if they are provided with a safe and supportive

environment

Providing learners with autonomy and freedom to experiment

encourages innovation and commitment to learning

What is required is trust and the opportunity to fail, to get it

wrong, to work out what is required, and to be supported in

that process.

Our experience

“I enjoyed the freedom, creativity and peer led

learning aspects of the module”

“I liked the structure of the module and how as

students we were included more in decisions

regarding our learning experience and the

flexibility around what we chose to do for

assessments”

“The whole dynamic of the module was exciting,

enjoyable and highly interesting. Being able to

take charge of my learning and actively engage

with the lectures as academic partners on my

work was highly confident building’

“For me, I was more engaged as I was actually

doing work and participated more as I had more

freedom to do what I wanted”

“It was more relaxed and informative and allowed

a free flow of conversations between myself, my

group and the lecturers”

“[The] student led learning environment was

enjoyable. Using class time productively.

Choosing own academic focus. Directing my own

learning. The trust the lecturers have in students

is evident, and is encouraging”

Reference points

‘Students as Partners in the Curriculum’ Change programme