Working with real-world research projects: Student-Staff collaborations through UoC volunteer scheme

Liz Bates

Research is the foundation of the discipline of psychology; we teach it on the course from the first week of the first semester and it becomes integral to skill development across the different modules. With research skills, students can understand research, plan their own studies, be critical of published research and models, explore topics they are passionate about, and help create new knowledge.

In the last blog post about the barriers men experience in help-seeking after experiences of domestic abuse, we discussed the collaboration with students who were volunteering on the project through an internal research assistant scheme.

The Student Research Assistant Volunteer Scheme runs within the Psychology department at the University, and it allows students at all levels the opportunity to get involved with staff research projects. Careers in both professional psychology, academia, and also other research and practice-based jobs are very competitive in the current climate. We hoped that the development of this scheme would allow students to develop their experience and enhance their employability, as well as gain confidence and skills in the process. Research in the real world is rarely as straight forward as planned lab projects and dissertations; we wanted to give students the chance to see what “real world” research looks like, the process involved (and the challenges!), and the chance to work in research teams – so much of the research we do in the department is collaborative!

This scheme has now been running for more than four years and during that time we have had a number of students be part of this on a number of research projects that has resulted in published work and conference presentations.

Student development and experiences

In putting this scheme together, we really wanted to give students the opportunity to develop their research skills, gain experience for their employability, and develop confidence in working in research and within research teams.

The British Psychological Society state that students graduating from an accredited programme should be able to demonstrate substantial competence in research skills and be able to make critical judgements about arguments in psychology. Indeed, there are a number of skills that psychology graduates should have that we feel this schemes helps to enhance:

BPS graduate levels skills: (for more information see the careers section of their website)

· Understand, analyse and use complex data.

· Retrieve and organise information from different sources.

· Handle primary source material critically.

· Engage in effective team work.

· Solve problems and reason scientifically to consider alternative approaches and solutions.

· Make critical judgements and evaluations to gain different perspectives on a question.

Whilst students on every accredited degree will gain these skills, we felt it was important to give students additional enrichment opportunities that allow them this real-life experience. The scheme has been successful in that we have a number of students who have been part of successful projects, contributing in various ways across varying periods of time (often based on the amount of time they are able to give; we are very flexible about this). Students have been involved in planning, data collection, data analysis, writing up, and other dissemination of the work – including some students having peer-reviewed publications to add to their CV.

Students have reported their enjoyment of the scheme, and the confidence they have gained through it. One student commented that they had learned more about the whole research process and had enjoyed working as part of a team:

“I have enjoyed been part of the student research team, as it shown me how the research is developed from the start and how to plan and research things, also by working as part of a team you take on everyone’s views and ideas about the subject . This will help me plan and research any future assignments that I have coming up.” (Marion, Year 2)

Another student valued the “real-life” insight they gained in the process:

“The student volunteer scheme helps me to get a 'real-life' view of current research at the university. The programme increases my understanding and importance of attention to detail with research projects”. (Tracy, Year 2)

A third-year student commented that it has impacted on her decision to pursue postgraduate study:

“I have thoroughly enjoyed being part of the research student volunteer scheme during my second year and am eager to continue this into my third year, and even beyond. The experience is priceless and having the chance to work truly alongside lecturers whom I admire has given me confidence in my own abilities in research and encouraged me to think more in depth about applying for the research masters offered at the University of Cumbria.” (Denica, Year 3)

It is clear that these experiences have impacted positively on our current students who are engaging in current projects, but we are also pleased to know that the scheme has had positive impacts for those who have graduated and are now employed:

“Being a part of the research assistant scheme not only allowed me to be published as an undergrad but helped me gain confidence in my own abilities as a researcher. So much so that it pushed me to progress onto Master’s level study and the experience was paramount in helping me to gain my first job post-graduation which in turn led me to my dream career in marketing today.” (Rachel, Graduate)

“The skills I learned with the Volunteer Research Assistant scheme were invaluable to finishing my undergrad degree and also my Masters. It really helped me fine tune what information is needed within reports and how to think more critically of the research. Not only that my writing skills improved vastly after helping within this scheme because you learn how to condense the important information more thoroughly.” (Lauren, Graduate)

Staff experiences

Working in these research teams is a good opportunity for the students, but the experience is beneficial and rewarding for staff too. I reported in the previous blog post that I enjoyed working with Andy and Attilio for a number of reasons but not least of which was their “fresh eyes” on a topic and data that I was already familiar with. Their insights and suggestions really enriched the project and their contributions were highly valued by myself and Julie.

This experience and perspective were seen within other staff accounts – specifically the “alternative” perspectives:

“I had a student come along with me to conduct interviews, it was really helpful to have another pair of ears and an alternative perspective, both during the interviews and when examining the data afterwards.” (Emma, Lecturer)

This new and alternative perspective had enhanced Emma’s experience of collecting and analysing the data. For Philippa, she commented that the questions they had asked had made her think more consciously about the whole research process:

“I enjoyed working with them because they give you a new perspective, they were a great help while completing our ethics form because as they ask questions about the form it really makes you think about why you complete it in the way you do.” (Philippa, Lecturer)

This scheme contributes to what is a strong research culture within our team. With all our staff being research active and published within their own area, it is exciting for the students to be able to become part of this and learn from experts within their fields.

If any new or current students would like to get involved in the research volunteer scheme, then please email Liz (Elizabeth.Bates@cumbria.ac.uk)

Also keep your eyes on Blackboard for the Psych+ and Learning Community schedules going up where there are lots of opportunities to get involved in the research culture here at UoC