Research-connected curriculum: an evaluation process for a traditional psychology programme at a research-intensive university

Abstract

The aim of this investigation was to gain an insight into how a current curriculum of a School in a research-intensive university could be enhanced based on student voice and the principles of research-teaching nexus (Griffiths, 2004; Healey 2005) and connected framework proposed by Fung (2016). 272 psychology undergraduate students completed an online questionnaire. The students anonymously expressed their expectations or views regarding the integration of research activities into the teaching processes at the beginning of the 2016-2017 academic year. By following the recommendations for the research-teaching nexus (four labels) and the connected framework, the online questionnaire were split into four major categories: 1. Students connect with researchers and with the institution’s research; 2. A “through line” of research activity is built into each program of study; 3. Students make connections across subjects and out to the world; and 4. Students connect academic learning with workplace learning. By comparing students’ responses per year of studies, four themes (Research Community, Research Field, Outside World Applications and Employability) emerged as needing improvements on the current curriculum. Based on students’ responses authentic assessment could promote further enhancement of a current curriculum under the above four themes. The main implication of this investigation is that with a stronger connection of research with teaching, by involving members of a School (researchers and teachers), students can be motivated to engage in well-defined research partnerships learning environment