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GLASGOW CALEDONIAN UNIVERSITY
RESEARCH-LED TEACHING THRESHOLDS EXAMPLES
Professor Kevan M.A. Gartland [email protected]
June 2016
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GLASGOW CALEDONIAN UNIVERSITY
RESEARCH-LED TEACHING THRESHOLDS
Kevan M.A. Gartland
The University Senate approved the adoption of Research-Led Teaching Thresholds to guide curriculum development and programme design in October, 2015 as part of the GCU commitment to strengthening the relationship between research and teaching. http://www.gcu.ac.uk/engage/yourlearningexperience/ http://www.gcu.ac.uk/engage/yourlearningexperience/studentexperienceframework/
This commitment is confirmed by the University Research Strategy and the refreshed Strategy for Learning (2015-2020). http://www.gcu.ac.uk/research/researchatglasgowcaledonianuniversity/researchstrategy/ http://www.gcu.ac.uk/engage/yourlearningexperience/strategyforlearning/
Senate has determined that:
• Schools are encouraged to enhance staff and student induction processes to highlight how research enriches teaching.
• Research-led teaching experience across the University should be widely disseminated, to encourage reflective involvement in enhancing the student learning experience through the use of Research-Led Teaching.
• Schools, Institutes and Research Centres should provide opportunities and training for research students to present their findings to public audiences.
• Partner institutions sending students to GCU with advanced standing may wish to consider the use of these Research-Led Teaching Thresholds in their development of the student learning experience for transitioning students.
Research-Led Teaching Thresholds
Threshold 1: All students should have the opportunity to experience research-led learning. Where possible, students should be introduced to the principles of research methodologies as tools for knowledge creation and development.
In practical terms, Threshold 1 raises awareness of research, understanding why research methods exist and why they are important.
Threshold 2: Students should gain experience in using research methods as a means of studying in order to develop research skills.
Threshold 2 includes being able to use and comment on the effectiveness of a single research method.
Threshold 3: Research and evaluation methodologies should be utilised in the learning environment for every student’s academic discipline.
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Threshold 3 extends this experience to using and being able to compare and contrast several different research methods.
Threshold 4: Every student should gain experience of using research and evaluation methods to address an original question, for example through a dissertation, project or design innovation activity.
Threshold 4 encourages students to be able to select, justify and use a research method of their own choice from the array of methods available.
Threshold 5: Students should gain experience of integrating original knowledge or cutting edge findings with current knowledge or advanced practice and should contribute to enhancing their discipline.
Threshold 5 is about selecting and justifying an appropriate combination of several research methods and applying them to an original question.
In recognition of the diversity of students’ previous experience, taught Master’s programmes might usefully consider including some coverage of Thresholds 1-4, as part of the preparations for Dissertation or Project modules addressing Threshold 5.
Academic colleagues have provided a range of examples to illustrate how Schools and programme teams can include the Research-Led Teaching Thresholds in the planning and delivery of their programmes. These examples are intended to stimulate reflection and discussion when planning and delivering learning activities across the Scottish Credit and Qualifications Framework (SCQF) Levels 7-11.
SCQF Levels 7-11 and Higher Education Qualifications
SCQF Level
Higher Education Qualification Partner College/Scottish Qualifications Authority Award
7 Certificate of Higher Education (UG1) Higher National Certificate 8 Diploma of Higher Education (UG2) Higher National Diploma 9 BSc/BA Ordinary Degree (UG3)
10 Honours Degree (UG4) 11 Master’s Degree (PGT)
The Research-Led Teaching Thresholds build upon one another sequentially but are not restricted to a single threshold per level of study, encouraging progression through the Thresholds at an appropriate pace for student learning. Students may play a greater role in the co-creation and development of evidence-based knowledge through increasing engagement with discipline-based research and research methods. In many cases, modules can also be vertically integrated through the use of novel or topical findings from original research, to draw attention to the latest findings in an area. This also encourages consideration of what the future might look like, through foresighting, or ‘blue-skies’ thinking as part of developing future discipline leaders and practitioners.
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SCHOOL of ENGINEERING AND BUILT ENVIRONMENT EXAMPLES
Structural Mechanics and Geotechnical Design – Levels 7-10 (UG1-4) Thresholds 1-5
Threshold 1: Structural Mechanics (Statics and Dynamics, Level 7, UG1) students are introduced to principles of research methods such as problem definition, problem solving using deductive models and mathematical proofs and encouraged to research the application of selected theoretical concepts. Group discussions of the application are used to create and develop knowledge within the discipline.
Threshold 2: Geotechnics (Level 8, UG2) students gain experience in using research methods such as data mining and scientific writing. These concepts and techniques are practiced and extended in Geotechnical Design (Level 9, UG3) where additional state-of-the-art techniques are used to research potential solutions to real-life problems.
Threshold 3: Geotechnical Design (Level 9, UG3) students use evaluation methods such as stability analysis, cost benefit analysis and sustainability analysis to derive detailed design features from a variety of specimen designs. The basis for evaluation of specimen designs includes stability, health & safety, sustainability, resilience, financial, and environmental considerations.
Threshold 4: Geotechnical Design (Level 9, UG3) individual and group projects use real-life case studies including coastal slope stability, flooding in residential developments, subsidence under industrial developments and sustainable use of vegetation to protect against landslides or erosion, to investigate a discipline-related problem. Students are tasked with researching the problem topic, deriving a number of solutions such as specimen designs and evaluating them in order to arrive at a detailed design solution that satisfies a number of relevant criteria.
Threshold 5: Geotechnical Design (Level 9, UG3) and Dissertation (Level 10, UG4) students use original research findings from discipline experts together with their current knowledge of advanced practice to develop original solutions to real-life problems. Geotechnical Design experience frequently helps students in choosing Dissertation topics with which they can further advance the discipline.
Contact: Dr. S.B. Mickovski [email protected]
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Game Artificial Intelligence – Level 9 (UG3) Thresholds 1 & 2
Threshold 1: Students are introduced to the NetLogo system, using it for agent-based modelling. This shows students what is an increasingly active research area, applying the technologies they learn about in ways not yet imagined.
Threshold 2: Data reporting and visualisation tools are used to aid in exploratory modelling. This demonstrates the value of computational modelling as a research method.
Serious Game Design – Level 10 (UG4) Thresholds 1 & 2
Threshold 1: Students are introduced to the needs of ‘Real-World’ clients, who seek serious games designs.
Threshold 2: Students are required to match theoretical desiderata to the client’s needs. Undertaking this task requires students to consider their research strategy and undertake use of appropriate techniques. This demonstrates the value of commercial and market research.
Affective Computing – Level 9 (UG3) Thresholds 1-5
Thresholds 1 & 2: Students investigate aspects of the emotional experience of using video games, using the eMotion-Lab facility. This acquaints them with the equipment there and prepares them to use it and selected research methods as part of their Honours Project in UG4.
Thresholds 3-5: Students conduct appropriate online surveys with games players, via chat and video forums. Students must select appropriate research methods for the original research questions pursued and are encouraged to work in teams to consider several methods in parallel. This provides an additional range of research methods experience by observing team-mates. Students report back their findings to peers, maximising the learning benefits for all and demonstrating the value and excitement to be gained from pursuing original research challenges.
Contact: David Moffat [email protected]
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Environmental Sustainability Placements – Levels 9 & 11 (UG3 & PGT) Thresholds 3-5
Environmental Management students are offered the opportunity to undertake placements working alongside ongoing research project teams, in GCU or externally, or by assisting PhD students, for an extended period. These students develop their research skills and contribute to enhancing the discipline through the activities undertaken.
Undergraduate students may choose a work placement in Trimester A of their Level 9 (UG3) studies and Master’s students undertake a 4-month long project module. The research work aims to provide learning opportunities tailored to the needs of these two groups of students.
Threshold 3: Level 9 (UG3) placement students initially undertake a period of training on a specific theme of data gathering of relevance to the chosen environmental research team. The students are then asked to compare different options or permutations of a method for their suitability for the project objectives.
Threshold 4: Students are asked to compare ammonia measurement methods using passive samplers (“Ferm tubes”) for differences in labour input, ease of use, consumables consumption, and comparability of results. In this way, the students develop both a theoretical and a practical ‘hands on’ understanding of how these methods work by actually conducting the techniques. The practical experience gained in comparing and contrasting methods informs the overall research team goals. Students learn from the team decision making process and the skills gained from the placement are applied in their Level 10 (UG4) Honours Project.
Field-installed Ammonia Samplers
Threshold 5: Masters (Level 11, PGT) placement students undertake a mini-project that is closely related to the overarching research project. The students are given the freedom to develop their own skills whilst still being supported by - and integrated in – the main project. The students are challenged to design the project from start to finish, including identification, evaluation and choice of research methods and subsequent evaluation of their choice. One example of this aims to identify the best way to immobilise micro-algae, so that techniques tested in laboratory-scale batch tests can be evaluated in pilot scale long-term tests. The student first familiarises themselves with the
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overarching project objectives, then identifies various ways of immobilisation from the scientific literature and subsequently tests them, whilst keeping in mind the requirements of the main project as regards scale, cost, reliability, infrastructure requirements and existing skill sets within the team. In this way, the student has to select a number of research methods (e.g. actual immobilisation options and analytical options for evaluation of the success of immobilisation options) and combine them to form a complete research project.
Contact: Prof. Ole Pahl [email protected]
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Environmental Sustainability and Climate Change Modules – Level 11 (PGT) Threshold 4
Topics on sustainability assessment, the ‘three pillars’ of sustainability, natural and sustainable building materials research undertaken at GCU are included in modules on Sustainability Online (Level 7, UG1), and Climate Change and Carbon Management (Level 11, PGT). Students undertake assessments of the sustainable value of features such as Skara Brae to the Orkney tourist industry. Findings from fuel poverty research are included in the Environmental Assessment (Level 9, UG3) and Energy and Resource Management modules (Levels 10/11, UG4/PGT), alongside a seminar on conceptualising carbon, based on research carried out for the Initiative for Carbon Accounting (ICARB).
Sustainable construction materials
Threshold 4: Climate Change and Carbon Management (Level 11, PGT) courseworks use a real-life case study where a range of problems are investigated to illustrate the difficulties in describing and defining low/zero carbon situations. Students are tasked with discussing and addressing these problems using their own practical examples, or have the option of writing a more theory-based academic critique. The EU Northern Periphery Programme funded Natural Energy Efficiency and Sustainability Project on natural building materials, and life cycle assessments of space-based power technologies using Space Canada funded research, are used as case studies for developing sustainability assessment protocols on both this and the Sustainability Online (Level 7, UG1) module.
Contact: Dr. Keith Baker [email protected]
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Historic Buildings Materials Dissertations – Levels 9 & 10 (UG3 & 4) Thresholds 3 & 4
Findings from Historic Scotland- and Historic England-funded research in composite materials performance are used when introducing the topic of refurbishment of traditional buildings to Environmental Engineering students. Test methods developed for Historic Scotland and Historic England research are used by Level 10 (UG4) Dissertation students to measure insulation values in the walls of real buildings.
Threshold 3: Level 9 (UG3) Construction students gain experience of using U-value measurement to measure the insulation properties of different types of construction elements, including:
• Flats in typical post-war social housing • Partially upgraded sandstone bungalow with an attic conversion built to contemporary
building regulations • Bahraini houses to demonstrate the potential benefits of insulation in a ‘cooling’ climate –
the first occasion such measurements have been carried out in the Middle East
Sandstone bungalow 1970’s residence
Threshold 4: Level 10 (UG4) Dissertation students select appropriate methods for U-value insulation measurement, obtain and analyse data from:
• 1930’s Semi-detached houses with and without cavity wall insulation • 1970’s Residences • Pre-1919 solid wall buildings
The comparative data obtained has been included in Historic Scotland Technical Paper 10: U-values and Traditional Buildings - In situ measurements and their comparisons to calculated values (2011).
Contact: Dr. Paul Baker [email protected]
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Dissertation – Construction Processes and Practice Level 10 (UG4) Thresholds 2-4
Students undertake an independent research project, involving identifying an outline topic, developing an initial proposal, interim submission and final Dissertation preparation. Students receive formative and summative feedback and taught support including: selecting reasonable topics, formulating SMART research plans, conducting research, report writing, literature review skills, data handling and analysis, referencing. By identifying a topic of significance and relevance, self-driven research is encouraged, to meet a need identified as vital by industry. The final Dissertation report must contain proposed solutions, which can be defended as the product of research findings and recommendations made for future research.
Threshold 2: Students are introduced to the principles of research methodology. These include the need for research, qualitative, quantitative, mixed methods research, paradigms, data mining and analysis and academic writing. These concepts are practised and extended in the Dissertation module where the student has to choose an appropriate methodology to adopt in order to complete a set project. The methods adopted are used to solve real world issues given the majority of the dissertations are industry focused and they present recommendations on how industry can potentially improve working practises.
Threshold 3: Students compare and contrast a range of methods available to them. At Level 10 (UG4) this will normally include an evaluation of qualitative, quantitative, mixed method or case study research based on construction processes and practice. This evaluation is undertaken across all seven disciplines that undertake the module and is a critical part of the overall assessment criteria. Programmes and disciplines include: fire risk engineers, environmental civil engineers, environmental managers, property managers, building surveyors, quantity surveyors and construction managers.
Threshold 4: All students will gain experience of identifying a particular research method in order to address an original aim. This includes the selection of research methods and also the justification of why that particular method was chosen. Students are tasked with researching a problem and deriving a number of potential solutions or recommendations to solve that problem. These recommendations must meet the needs of a host organisation (for Part-Time students in employment), of the wider academic community and be of relevance to industry who ultimately are the end beneficiaries of such research.
Contact: Dr. Nigel Craig [email protected]
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Graphic Design for Digital Media Projects - Level 10 (UG4) Threshold 4
Threshold 4: Level 10 (UG4) students are introduced to a Social Enterprise (SE) operating in the Glasgow area. Project teams work with the SE to develop an original future design strategy addressing issues identified by the SE or work with the SE discover new issues and develop appropriate solutions. The projects are conducted over a short concentrated time frame (10 days) before student teams present their findings and proposals to the SEs. This initiative addresses a number of design principles in the GCU Strategy for Learning, helps the students understand the contribution of their knowledge in a real situation, enhances their team working capabilities, raises awareness within the SE community of GCU interest and involves the students with the growing SE sector.
Glad Café, a Glasgow Social enterprise, working with students
YOOZ.me, a Glasgow Social Enterprise, developing ideas with students
Contact: Prof. Bruce Wood [email protected]
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Computer Aided Mechanical Engineering- Levels 10, 11 (UG4, PGT) Threshold 4
Threshold 4: Students conduct literature reviews and develop practical modelling skills in undertaking projects in the finite analysis of impact as part of the Computer Aided Mechanical Engineering programmes. The ability to critically review relevant literature by comparative analysis is developed as part of understanding the research subject chosen before writing a Project Dissertation. Selected examples of Level 10 student work have been used for conference publications and post-graduate studies in the MSc Applied Instrumentation and Control, whilst also informing doctoral level research.
Studying applied instrumentation and control
Contact: Dr. Andrew Cowell [email protected]
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High Voltage Research Facility Dissertation Projects – Levels 10 & 11 (UG4 & PGT) Thresholds 4-5
The specialised High Voltage Laboratory and additional support provided by Alumni, allows use of the High Voltage research facilities for industrially relevant research projects for BEng (Hons) and MEng level students.
Threshold 4: The High Voltage Laboratory facilities provide opportunities for Level 10 BEng (Hons, UG4) students to develop project experience through investigating a range of relevant research methods questions associated with High Voltage engineering. The laboratory provides students with the experience of developing research project questions, research proposals, design of relevant real-life experiments, establishing innovative investigative approaches to projects and finally the production of a Project Dissertation.
Students address the challenge of applying electrical stress across a bubble in liquid insulation, measuring the resulting partial discharge (PD) activity and the bubble’s dynamic response. Correlation of bubble size and dynamic changes with electrical activity is being sought.
Dissertation students use the High Voltage Lab to investigate lightning impulse strikes on aircraft fuselages. The aircraft body is simulated through a carbon-fibre tube coated with suitable aluminium contacts and epoxy resin coatings. Potential correlation of lightning strike energy, through current measurement and antenna measurement, with damage to the test fuselage is studied. The use of a carbon fibre tube allows student to vary the pressure within the “fuselage” to determine whether this impacts on the charge dynamics.
Threshold 5: The High Voltage Laboratory facilities provide opportunities for MEng (PGT) students to develop original knowledge to practical research questions of electrical engineering to deliver high level MEng research focussed dissertations. The laboratory enables specialised research equipment to be implemented in order to enhance research practice, to contribute to enhancing knowledge of real-life research problems, and to establish experience of research led solutions to engineering problems.
The MEng (PGT) project team are working on a project instigated by Siemens Rail. Weather conditions influence wear on the contact strips on overhead pantographs. The team has constructed models to investigate electrical stress from possible weather impact on the degree of contact. This theoretical study is being validated by experimental work within the High Voltage Lab, where impulse discharges are applied across defined gaps and the energy within the discharge recorded. This energy is being correlated with the damage to the contact strip.
Contact: Prof. Brian Stewart [email protected]
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Interdisciplinary Engineering Projects – Level 11 (PGT) Threshold 5
Academic staff propose interdisciplinary team projects, based on original research to Level 11 (MEng, PGT) students. Examples of group projects include Robotics, Railway Engineering, Bulk Solids Engineering and Structural Analysis challenges. Students build upon existing knowledge and are encouraged to use their findings to directly impact on industrial and academic practice. This encourages graduate level students to demonstrate their own technical and managerial leadership skills whilst being mentored by experienced research active staff.
Examples include:
• Design and implementation of a Fanuc Robot test cell • Investigation into the performance of Railway Pantograph • Prototype and Finite Element Analysis of a Band Mill for Summerlee Heritage Museum • Design and Analysis of a full size Automotive Development Buggy • Design and Implementation of a satellite Communication System • Statistical analysis of Failure mechanisms in Wind Farms
Contact: Dr. Colin Harrison [email protected]
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SCHOOL of HEALTH AND LIFE SCIENCES EXAMPLES
‘Evidence Based Practice’ – Nursing Levels 7-11 (UG1-4, PGT) Thresholds 1-5
The undergraduate Nursing programme includes ‘Evidence Based Practice’ as a key theme running through all 4 levels. In each year, students undertake modules which introduce and develop their knowledge of research methods within the context of nursing, to allow them to source, critically understand and apply research within their practice. A spiral curriculum ensures prior knowledge and understanding is built upon in each year, to move from a basic understanding of research within evidence based practice, to becoming critical consumers of evidence which can be applied to real world practice.
Threshold 1: ‘An Introduction to Evidence Based Practice’ Level 7 (UG1) focuses on sourcing, understanding, and applying research methods as tools for knowledge creation and development, scientific enquiry and the role of evidence based practice in nursing.
Students learn about types of evidence, development of search skills to create a research strategy and skills to implement search strategies using key databases to find appropriate research articles.
Topics covered include:
Students gain digital literacy skills using varied types of research evidence, literature searching and scientific writing skills, including using relevant references and application of a ‘Referencing style’ to support their work. Descriptive writing, correct terminology, structure and scientific writing skills are developed. The overarching emphasis is on the knowledge and skills required to enable evidence based practice, a requirement of the nursing professional body.
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Learning resource examples include:
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Learning is consolidated through assessments which feature research or practice findings:
‘Hand hygiene’ findings from the Safeguarding Health through Infection Prevention research group reinforce learning and demonstrate the importance of research findings for patient safety. Students were actively involved to achieve a world hand-sanitising record as part of European Antibiotic Awareness Day.
http://www.gcu.ac.uk/newsroom/news/article/index.php?id=128729
Contact: Dr. Jamie S Frankis [email protected]
Threshold 2: ‘Understanding Evidence Based Practice’ Level 8 (UG 2) builds on earlier skills deepening understanding and developing more specific knowledge of research methods.
• Introduction to Evidence Based Practice • Finding the Evidence • Research Process • Quantitative Research Methodologies • Qualitative Research Methodologies • Sampling and Data Collection Methods • Mixed Methods and Action Research • Critical Thinking and Reading • Guidelines and Evidence into Practice
Students are introduced to the research process, PICO and development of a focused research question. Examples of areas of learning include:
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Threshold 3: ‘Understanding Evidence Based Practice’ Level 8 (UG2)
Students have a broad understanding of the main research methods and have begun to understand the skills of critical reading, thinking in relation to research articles. The assessment for ‘Understanding Evidence Based Practice’ consolidates learning in the module through critical appraisal of selected quantitative methods and qualitative methods articles:
Learning in this module is enriched by using current active research projects as examples in teaching by research active staff.
‘Applying Evidence Based Practice’ Level 9 (UG3) encourages nursing students to deepen their specific knowledge of quantitative and qualitative methods by using primary research literature to develop critical review, writing and appraisal skills. This module builds on students’ understanding of research, building on the basic knowledge in previous modules. Student groups formulate focused practice-based questions, identify and justify appropriate research methods in a 1,500 word critical report. Research evidence is critically evaluated using an appraisal framework.
Examples of areas of learning include:
Contact: Dr. Nicola Roberts [email protected]
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Threshold 4: Dissertation Level 10 (UG4)
Evidence-based skills are utilised in the Dissertation module, involving developing an original research study or structured literature review related to student’s field of practice. Original research findings are used to support the ‘skills escalator’ in promoting the development of independent work, planning, evaluation and management skills. Literature review or research proposal writing are used to assess progress:
Contact: Prof. Lynn Kilbride [email protected]
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Threshold 5: ‘Evaluating Evidence to Develop Research and Inform Practice’ Level 11 (PGT)
Directed learning and facilitated independent study furthers knowledge on the evaluation of literature, research design and interpretation of contextual data. Students discriminate between different research methods to answer specific pertinent practice-based questions and develop an empirical or structured literature review protocol to answer a real world practice based question, which is normally pursued as their Master’s Dissertation. Skills to integrate original knowledge and cutting edge findings with current knowledge or advanced practice are used to contribute to enhancing their discipline.
Contact: Dr. Maggie Lawrence [email protected]
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Applied Clinical Physiology – Physiological Science Skills Level 8 (UG2) Thresholds 1-3
Students’ knowledge and understanding of general physiological principles are extended through the development of critical and analytical approaches to the interpretation and clinical application of patho-physiological data.
Threshold 1: Students are introduced to research-led learning through use of physiological journals, biomedical databases and other primary research sources.
Threshold 2: Case studies are used to relate theory to clinical research findings and therapeutic practice. Students develop a critical and analytical approach to the interpretation and clinical application of physiological data.
Threshold 3: Students analyse, interpret and present clinical and scientific data and communicate others’ research findings by the written word. The skills and experience gained are of benefit in the Level 10 (UG4) Honours Project module, where students conduct a literature survey to support an investigative dissertation/project, propose reasoned lines of further investigation and design and prepare a clinical physiology project.
Contact: Dr. Elaine Gribben [email protected]
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Physiology & Biochemistry of Exercise and Movement - Level 9 (UG3) Threshold 3
Threshold 3: This module examines the physiological and biochemical principles of exercise, training and movement and allow students to relate this to the body’s responses to exercise in normal and pathological conditions. The basic biochemistry of cellular metabolism and fuel use, metabolic adaptations at tissue and organ level, integrated actions of organ systems in the body’s responses to exercise, training and movement, including the neurophysiological control of movement are considered.
Students investigate the principals of skeletal muscle fatigue by collecting data from each member of the class on fatigue of hand and forearm muscles using grip strength dynamometry. Students undertake a series of maximal voluntary grip contractions and record the force produced with each contraction. This is continued for a series of up to twenty contractions and the students note the change in force as the experiment proceeds. From the data obtained students are then asked to plot their own fatigue curve and calculate their own individual fatigue index. Data from the whole class is then pooled and fatigue curves for mean data ± standard error are produced. Statistical tests are deployed on these data to ascertain statistically significant differences between values. From the analysis of these data, students are expected to synthesise their own knowledge and information regarding skeletal muscle fatigue.
The students gain experience of:
• Data collection • Data analysis • Plotting of data • Calculation of means and standard errors • Basic statistical analysis and data interpretation
Assessment for this module utilises a data analysis exercise concentrating on muscle metabolism and muscle fibre types requiring students to analyse and interpret both micrographic and biochemical data in order to synthesize information which is then used to test theoretical aspects of the topic.
This assessment allows the students to:
• Analyse and Interpret research data in the context of theory • Utilise data to produce comparative bar charts for further analysis • Deduce physiological changes which are indicated by analysis of data
Students are exposed to simple procedures of research and data analysis allowing the inference of theoretical principles related to the physiology and biochemistry of exercise and movement. The skills gained are used in subsequent modules, including in the research-based Level 10 (UG4) Honours Project.
Contact: Dr. Les Wood [email protected]
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Clinical Physiology Project – Level 10 (UG4) Threshold 4
Threshold 4: Throughout the programme, students have been given the opportunity to experience aspects of scientific research at each level, both in laboratory practical classes and in research-informed lecture and tutorial material. The Level 10 (UG4, Honours) Project allows the students to apply and integrate the theoretical principles gained in university academic work and in work-based clinical education in order to undertake an independent scientific project which represents the culmination of their academic work over the four years of the programme. The Project provides unique intellectual challenges and students are expected to analyse and synthesise new information obtained in the course of the project. Students are expected to demonstrate a sound knowledge of data acquisition, data handling, data analysis and interpretation as well as the use of descriptive and inferential statistics. The project also encompasses students’ IT skills, literature searching skills and academic writing skills.
Students devise project topics for themselves based on local service requirements, investigative clinical protocols, and patient pathways. Where ethical approvals can be gained, students may pursue these as original research areas using patient data from their employment. Students submit a project proposal, including an agreement of support signed by both the employer and clinical supervisor (generally a medical consultant), for approval by the supervisory team at the end of Level 9 (UG3). Typically, students choose project topics related to their areas of clinical work in the NHS or in the wider field within that discipline. In some cases, ethical constraints mean that these projects may take the form of clinical audits or service improvements.
Students prepare a 10,000 word Project Thesis, normally demonstrating background knowledge of the research topic, the research design followed, practical methodology utilised during the course of the experimental work, the data obtained from the research and its statistical analysis, and the student’s interpretation and evaluation of the meaning of the research data obtained. Oral presentations are delivered to fellow students, academic staff and clinical workplace supervisors. Additionally, students prepare and defend a poster presentation based on the final outcomes of their research projects. Many of these Clinical Physiology research projects have led to significant changes in clinical practice or service provision and some have been presented to clinical peers at local and national professional meetings.
Contact: Dr. Elaine Gribben [email protected]
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Advanced Research Methods in Psychology Level 9 (UG3) Thresholds 1-3
Students develop knowledge and understanding of psychological research methods to support the Levels 9 & 10 (UG3 & 4) empirical projects. A blended-learning approach including face-to-face, online lectures, seminars and podcasts is used to address project design, psychological statistics and data analysis, writing and submitting ethical approval applications in psychology, and the development of effective communication skills in the context of psychological research.
Threshold 1: Students utilise psychological journals and databases to source research data.
Threshold 2: Ethical behaviours, research design, examples of quantitative and qualitative research methods are considered. Students gain experience in the use of the SPSS statistics package for real data analysis.
Threshold 3: Students produce a research proposal and protocol for assessment. The research proposal requires engagement with research design and evaluative research methods aligned with the chosen topic. The analytical decision making skills developed are used in later empirical project modules.
Contact: Dr. Kareena McAloney-Kocamen [email protected]
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Psychology Empirical Project Level 10 (UG4) Threshold 4
Threshold 4: Building upon the research skills developed in the Introduction to Research in Psychology, Biological, Cognitive and Developmental Psychology and Applied Human Cognition modules, the Empirical Project involves individual investigatory and research-based questions to be addressed, after appropriate ethical consideration prior to data collection. The Empirical Projects are informed and shaped by original research in areas such as sports and exercise psychology, cyber-psychology and facial recognition carried out at GCU and with external collaborators.
Examples include:
• Investigating Face-Matching Tests • Chimeric Image Composites and Identification Accuracy
Contact: Dr. Allan McNeill [email protected]
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Optometry – Levels 9 & 10 (UG3 & 4) Thresholds 2-5
Threshold 2: Level 9 (UG3) students use literature searching, data analysis and interpretation tools to develop their research skills.
Threshold 3: Critical appraisal of research findings, interpretation and analysis of original research data are undertaken.
Threshold 4: Level 10 (UG4) students design and undertake a novel Research Project. Findings are frequently integrated with current knowledge to inform the development of advanced research concepts.
One example of this is an Optometry student being named CooperVision Student of the Year for work on the effects of hydrogel and silicone hydrogel single-use contact lenses on tear evaporation under different environmental conditions.
http://www.gcu.ac.uk/newsroom/news/article/index.php?id=128822
Threshold 5: Project Dissertation findings are integrated with current knowledge frequently to enhance the vision science discipline. Findings are disseminated via a number of routes including presentations at conferences such as the British Contact Lens Association Meeting, reported in the optometric press and publication in peer reviewed scientific journals such as Cornea. See: Buckmaster F, Pearce EI. Effects of humidity on tests of tear production. Cornea 35 (2016) doi: 10.1097/ICO.0000000000000818
Contact: Dr. Ian Pearce [email protected]
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Methods and Research for Effective Practice – Allied Health Sciences, Social Work Levels 9 & 10 (UG3 & 4) Thresholds 1-5
Thresholds 1 & 4: Students gain knowledge in research methods and a critical understanding of the impact of research in the health and social care professions. Knowledge and understanding in the principles of designing, undertaking and evaluating research is developed. Lectures, group tasks and specialist research seminars are used flexibly along with extensive online material to provide students with a foundation in research methods, brought to life through examples of current research projects. Students gain insights into how research informs evidence based practice and policy. The Honours project provides an opportunity to select a topic, devise a review protocol and pursue a critical review of the literature. This develops the ability to evaluate and disseminate knowledge relevant to professional practice within a multi-professional context.
Thresholds 2 & 3: Students undertake Learning Development Centre embedded workshops designed to provide enquiry, analytical and critical thinking and presentation skills to inform the development of research abilities. This enables students to locate and utilise the most pertinent information and to use these research skills effectively to contribute to radiotherapy and oncology discussions and assessment activities.
Threshold 5: Students use evidence based practice to seek out new and relevant sources of information in all professional modules to inform their learning through engagement with research findings, clinical guidelines and research based professional guidance. Students engage with radiotherapy and oncology clinical research leaders in academic and practice settings. This informs future professional practice.
Contact: Dr. Nichola McLarnon [email protected]
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Skills for Life Sciences Professional Practice – Level 11 (PGT) Thresholds 1-5
Thresholds 1 – 3: Level 11 (Master’s, PGT Biosciences and Clinical Ophthalmology & Vision Research) students are introduced to ‘Experimental Design & Analysis (EDA)’ skills including the ideas and rationale behind modern experimental designs with a specific emphasis on statistical and quantitative analyses. Students are introduced to the essential experimental design concepts such as how baseline comparability between groups, including a control group to guard against the regression toward the mean, are achieved through randomisation. Understanding of the difference between inferring causation from an experiment and observing a mere correlation between events or phenomena is developed using research examples. With specific examples from their respective fields, students relate statistical analyses to specific experimental designs to understand and be able to choose appropriate types of analysis for specific study designs.
Thresholds 4 & 5: Lab-based practicals provide students with hands-on experience using the latest statistical software. Real or simulated datasets allow students to explore, understand and analyse the context within which particular types of original research are conducted. Their skills will be fortified further by coursework tightly related to the examples they have exercised during the computer lab. Students undertake an original experimental design and analysis project and through poster presentations and report writing, consolidate and apply their experimental design and statistical knowledge into practice.
Contact: Dr. Simon Jeon [email protected]
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GLASGOW SCHOOL for BUSINESS and SOCIETY EXAMPLES
Society, Employability and Business - Innovation and Social Innovation Level 8 (UG2) Thresholds 1-2
Threshold 1: The principles of innovation and social innovation are introduced using examples from the published literature.
Threshold 2: Students consider research recommendations from key social innovation reports such as ‘Social Innovation Overview’ (The Young Foundation) and original papers from leading journals e.g. the Stanford Social Innovation Review. Student-led debates, informed by research findings are held on aspects of social innovation policy and practice.
Contact: Declan Jones [email protected]
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Psychoanalysis in Cultural Media –Levels 7 & 8 (UG1 & 2) Thresholds 1 & 2
Threshold 1: Level 7 (UG1) Media, Communications and Journalism students are introduced to the principles of Freudian and Jungian psychoanalysis in film, informed by research findings taken from ‘The Trickster and the System’ a recently published work which considers relationships between challenging figures, systems and authority. Using parallels between film media and the behaviours of individuals and societal groups, students are encouraged to consider psychological, cultural, social and political phenomena.
The Trickster and the System, by Helena Bassil-Morozow (Routledge, 2015)
Threshold 2: Media Industries 2 students devise methods to explore the role of ethics in branding and advertising, by extending the use of the ‘Trickster’ metaphor. Groups of students are challenged to develop a creative media product, which is ‘pitched’ to panellists including external experts such as STV and BBC media professionals.
Contact: Dr. Helena Bassil-Morozow [email protected]
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Risk Management – Managing Risk in Society and Business Level 7 (UG1) Thresholds 1 & 2
Threshold 1: Students are introduced to risk management research through a case study on innovation in public sector risk management. This includes approaches to research about risk, innovation and organisational risk-learning. Research methodologies suitable for consideration of risk management in real-life situations, such as social care capital projects in local authorities are used. Learning is informed by findings from recent risk management research conducted by module team members.
Threshold 2: Comparative methods of assessing risk and risk management practice are investigated, building upon research findings. This culminates in an assessed case study where students report on a risk management appraisal of a fictional company.
McCann (MacRae) C, Asenova D, Bailey SJ (2013) Organisational risk-learning: a case study of social care capital projects in Scottish local authorities. Journal of Risk and Governance 3:1
McCann (MacRae) C, Asenova D, Bailey SJ (2013) Evidence for organisational learning in local authority capital projects. Journal of Finance and Management in Public Services 11:2.
Contact: Claire MacRae [email protected]
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Ethical Decision Making – Ethics, Business and Society Level 8(UG2) Thresholds 1 & 2
Thresholds 1: Students from Accountancy, Finance, Risk, Law and Economics programmes are introduced to research into the ethics and psychology of decision-making.
Threshold 2: Research methods such as semi-structured interviews, intuitivism and keyword searching are used in the analysis of thought processes behind real-life decisions. This is informed by findings from interviews with accountants and chief executive officers who regularly deal with ethical aspects of decision-making.
Contact: Dr Jane Burt [email protected]
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Microfinance: Theory and Practice - Questioning Data Skills Level 11 (PGT) Thresholds 1-5
Threshold 1: Students are introduced to the academic literature and the ways in which different research methods are used to evaluate the impact of microfinance.
Threshold 2: Students are encouraged to read and question microfinance research papers. Group discussions are used to reflect on how research questions and data availability condition the choice of particular methods. The concept of results frequently being inconclusive and sometimes contradictory helps the development of critical appraisal skills.
Threshold 3: Students are introduced to publicly available microfinance datasets. To develop their research skills, students are given a real life case study that requires them to apply a mixed methods approach to exploit the existing datasets. When solving the case, students also need to reflect on the limitations of the research method applied as well as the restrictions imposed by the data.
Threshold 4: Impact evaluation is crucial to the academic debate on microfinance. Students compare and contrast research methods to critically appraise the results of recent papers in terms of their use of different data and methods. Solving case studies in their seminars and listening to guest microfinance professionals, they learn to discern which research methods are more likely to offer practical solutions to real world problems.
Case Study Examples:
• ‘Credit-plus’ design in Mexico
• Microcredit in context
Threshold 5: In their final essay students are expected to, building on cutting-edge academic literature and practice, analyse the publicly available microfinance data to address a research question. Students need to select research methods that are feasible and allow them to compare multiple types of microfinance activity in different contexts. This module prepares the MSc Social Business and Microfinance students for their Master’s Dissertation, helping them to decide on a topic as well as select and justify a methodology.
Guest Lectures include:
• Double bottom line management – Dr Robin Gravesteijn, Oikocredit http://www.oikocredit.coop/about-us/about-us
• Geographical experiences with microcredit: Grameen in the UK - Kevin Cadman,
CEO, Grameen in the UK
http://www.grameenfoundation.org.uk/
Contact: Dr. Olga Biosca [email protected]
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Marketing Assignment Module - Skills Level 9 (UG3) Thresholds 1-4
Students are encouraged to develop personal and group skills in managing externally-commissioned marketing problems to devise and develop appropriate solutions for ultimate launch to clients and the public. Students use qualitative and quantitative approaches to researching consumer trends and future forecasts to investigate and inform real-world scenarios. Typically groups of 4-5 students, work to inform real client ‘problems’. In 2015 the Marketing Assignment module engaged 100 students in 19 teams working with clients such as Cancer Research UK, the Scottish Refugee Council, Glasgow Community Justice Authority, Scotwest Credit Union, and Bridges Out of Poverty. The module is student-led, with Internal and Guest Tutors providing inputs at appropriate junctures. Problem-solving workshops encourage students to seek and find relevant information to fully understand the problem, prepare marketing plans, design a creative brief, develop a creative package and launch solutions to the client.
Threshold 1: The teaching and learning strategy ensures that students are introduced to the principles of marketing research and the spectrum of tools available.
Threshold 2: Student teams evaluate and select appropriate tools for primary data capture and analysis. Students submit a proposal to justify the suitability of methods for the specific client context.
Threshold 3: Teams undertake primary data capture and analysis for the appropriate target market(s) and demonstrate the practical application of marketing research in action.
Threshold 4: Student teams use findings of primary research to inform practical solutions for their individual client project. Outcomes are delivered at a PR event in poster format where students are required to defend their key decisions and overall approach showing how solutions are informed by research practice. Students also deliver outcomes to clients via formal presentation and summary report. Overall feedback from clients demonstrates that these students make valuable contributions to real world challenges.
Students present their marketing solutions to clients at a Public Relations Launch event.
Contact: Pauline Bell [email protected]
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Emerging Business Ventures Module - Level 9 (UG3) Thresholds 2-4
Global Entrepreneurship Week
Students work with start-up companies as part of the Emerging Business Ventures module on GSBS undergraduate programmes, in conjunction with UHatch, the GCU business start-up accelerator, with the chosen start-up companies all having a link to GCU by being graduates, alumni or current students engaged in starting up a business. Teams of 4-5 students gain a live experience of working with start-up companies operating in U Hatch, and an opportunity to enhance and apply their entrepreneurial skills and knowledge through meaningful applied research work undertaken on behalf of the start-up businesses.
Threshold 2: The Emerging Business Ventures students utilise a variety of methods of secondary research tools to analyse SWOT and the PESTEL environmental analysis tool for the client entrepreneur. Databases such as CACI.co.uk are utilised to consider consumer profiles and the appropriate target market related to the project brief.
Threshold 3: Within the client/entrepreneur project brief component, students evaluate and adopt a variety of primary research instruments, from focus groups, to on line surveys such as Survey Monkey or e-Survey, in examining the consumer profile and establishing both the tangible and intangible values from the product or service offering. GCU ethics are significant here, in terms of preserving client confidentiality, intellectual property and any non-disclosure agreements required in liaison with the lead entrepreneur and the primary research instrument design.
Altogether Travel and Title IX Tigers Students & Entrepreneurs Teams
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Threshold 4: Students are exposed to real life entrepreneurs and hence arrange “elite interviews” with business founders. These real life entrepreneurial projects enable judgment by students, of which are the most appropriate instruments, of primary and secondary research in critically examining the project brief and their subsequent analysis and findings. Students develop entrepreneurial mind-sets, including opportunity recognition and creative thinking. A synthesis and evaluation of business consolidation and growth opportunities are developed based around their secondary and primary research findings. Finally students make recommendations back to the lead entrepreneurs justifying their rationale and strategic choices.
Pedal Power London Minister for Europe and International Development Humza Yousaf MSP, at the GCU UHatch Launch
Contact: Ed Clack [email protected]
UHatch Contact: Prof. Bruce Wood [email protected]
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GCU LONDON EXAMPLES
Strategy, Leadership and Social Responsibility – Level 11 (PGT; MBA Luxury Brand Management) Threshold 1: Students scrutinise seminal academic research papers, with an emphasis on research methods. Students evaluate, interpret and analyse evidence with the purpose of obtaining an understanding of how knowledge is created and developed. In addition, GCU London extra-curricular activities serve to further raise the awareness of research, for example:
• Culture, Consumption and Society Seminar Series at GCU London give both Master’s and PhD students access to leading external academics conducting research
• Research Club Meetings provide students with an opportunity to disseminate their research and collaboratively engage in discussions with each other and academic staff at GCU London. This provides an inter-disciplinary environment, fostering research interests including: cultural differences, social policy and health, consumption experiences, consumer behaviour, risk management, digital marketing and social media and global marketing.
Dr Yasmin Sekhon (University of Southampton) Research Seminar: Consumption Patterns of Second Generation Immigrants-Luxury Fashion Choices
Strategic Brand Management – Level 11 (PGT; MBA Luxury Brand Management) Threshold 2: Students gain experience of research procedures and activities through reflecting on the process of creating and deepening knowledge of brand management. Students construct critical and persuasive arguments in writing based on knowledge of different research methodological approaches.
Professor Qing Wing (Warwick University) Research Seminar: Luxuriousness: Triggers, Emotional Contents and Functions
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Research Project: Design and Methods – Level 11 (PGT; MSc Global Marketing; MSc Luxury Brand Marketing; International Management and Business Development; MBA Luxury Brand Management) Threshold 3: Students are exposed to a variety of current research methods through seminars and workshops from a range of academic researchers, to promote discussion and evaluation of diverse research methodological approaches.
Dr John Harris (Glasgow Caledonian University) Research Seminar: Rugby, Celebrity and Style
Consumer-Led Sustainable Marketing –Level 11 (PGT; MSc Global Marketing; MSc Luxury Brand Marketing) Threshold 4: Through undertaking group work, students become research collaborators, exploring the various research and evaluation methods employed in the development of original consumer behaviour models. Examples include:
• Use of a reflective diary to explore modelling the customer journey • Exploration of motivation and attitude theory via content analysis of social media using
observation and monitoring methods to explore online behaviour The knowledge gained is applied to a specific research question, in a transformative experience for students.
Dr Anna Watson (University of Hertfordshire)
Research Seminar: A cross-cultural examination of franchise entrepreneurial orientation
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Dissertation – Level 11 (PGT; MSc Global Marketing; MSc International Banking, Finance and Risk Management; MBA Luxury Brand Marketing; MSc International Management and Business Development; MBA Luxury Brand Management; MSc Public Health) Threshold 5: Students undertake self-directed learning using reflection on the process of creating and deepening knowledge of research procedures to address an original research problem. Having selected an appropriate combination of research methods, students devise an individual solution to their research problem. Research Project exemplar titles include:
• SME Decisions to Internationalise- Using Pilot Studies in Research • Social Media Marketing- Adopting Qualitative Research to explore the Need for Consumer
choice Contact: Dr. Ruth Marciniak [email protected]
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Acknowledgements
A large number of GCU colleagues have provided ideas, examples or other contributions to the development of this document. This reflects the rich range of research-led teaching activity undertaken at the University.
They include, but are not limited to:
Keith Baker Paul Baker Helena Bassil-Morozow
Pauline Bell Olga Biosca Jane Burt
Roseanne Cetnarskyj Douglas Chalmers Ed Clack
Andrew Cowell Nigel Craig Sam Ellis
Jamie Franks Elaine Gribben Colin Harrison
Simon Jeon Declan Jones Lynn Kilbride
Maggie Lawrence Claire MacRae Ruth Marciniak
Kareena McAloney-Kocamen Nichola McLarnon Allan McNeill
Bobby Mickovski David Moffat Alison Nimmo
Ole Pahl Ian Pearce Shirley Rate
Brian Stewart Iain Stewart Siobhan White
Bruce Wood Les Wood
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Further Information
Additional background information on Research-Led Teaching can be obtained from:
Blair A (2015) From learning by transmission to learning by doing: engaging students in research-led teaching and learning practices. Higher Education Academy.
https://www.heacademy.ac.uk/sites/default/files/alasdair_blair_-final.pdf
Fanghanel J, Pritchard J, Potter J, Wisker G (2016) defining and supporting the scholarship of teaching and learning (SoTL): a sector-wide study. Higher Education Academy.
https://www.heacademy.ac.uk/resource/defining-and-supporting-scholarship-teaching-and-learning-sotl-sector-wide-study
Gartland KMA, Wood EJ (2008) Research-Teaching Linkages: Enhancing Graduate Attributes -Life Sciences. Higher Education Academy.
http://www.enhancementthemes.ac.uk/docs/publications/enhancing-graduate-attributes-life-sciences.pdf?sfvrsn=16
Gilmore J, Lewis DMG, Maher M, Feldon D, Timmerman BE (2015) Feeding two birds with one scone? The relationship between teaching and research for graduate students across the disciplines. Intnl. J. Teaching and Learning in HE 27:25-41.
Healey M, Jenkins A (2009) Developing Undergraduate Research and Inquiry. Higher Education Academy.
https://www.heacademy.ac.uk/sites/default/files/developingundergraduate_final.pdf
Higher Education Academy Research Skills.
https://www.heacademy.ac.uk/enhancement/definitions/research-skills
Jenkins A (2004) A Guide to Research Evidence on Teaching Research Relations. Higher Education Academy.
https://www.heacademy.ac.uk/sites/default/files/id383_guide_to_research_evidence_on_teaching_research_relations.pdf
Miller A, Sharp J, Strong J (Eds., 2012) what is research-led teaching? Multi-disciplinary perspectives. Consortium for Research Excellence Support & Teaching/Guild HE
http://www.ukcge.ac.uk/Media/Download.aspx?MediaId=1304
Research-Teaching Linkages: Enhancing Graduate Attributes QAA Scotland Enhancement Theme
http://www.enhancementthemes.ac.uk/docs/publications/research-teaching-linkages-enhancing-graduate-attributes-leaflet.pdf?sfvrsn=32
http://www.enhancementthemes.ac.uk/enhancement-themes/completed-enhancement-themes/research-teaching-linkages
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