Notes on: Turner,R., Sutton,C., Gray, C., Stevens, S., Swain, J. (2018). Student experiences of research methods education in college – based higher education.  Research in Post-Compulsory Education, 23(3), pp. 348-367. Available at: 10.1080/13596748.2018.1490089 Dave Harris Research methods is a challenging area to engage with and students regularly demonstrate 'negative dispositions', while tutors see the topic as marginal. However employers apparently demand research method skills, so there's encouragement and investment. They focus on college-based rather than university-based and have done a small-scale national study actually to national surveys. Students can demonstrate positive attitudes and she applicability to real life. However such approaches are limited in terms of developing critical evaluation of research outcome and 'longer term development as researchers'(no page numbers). The emphasis on research skills is fairly recent but has been extended to any HE provider, apparently because they will provide knowledge and skills such as critical analysis and problem solving which employers allegedly require. They also reflect 'the increasingly contested nature of knowledge', so students need to be prepared to live with change. Research skills have been seen as of high value in the marketplace and as important for future global competitiveness [I bet the reference is crap]. As a results research-based approaches have been developed in undergrad curricula, usually in the form of 'enquiry-based learning and problem-based learning'. Particular initiatives such as the 'Q-step program' have been developed between Nuffield, ESRC and HEFCE ( Nind et al 2015 Research in Post-Compulsory Education, 23(3), pp. 348-367. Available at: 10.1080/13596748.2018.1490089 ). Nevertheless, opportunities are variable. They did some studies. Students commonly see themselves as consumers rather than producers of research which reflects a 'fixed conception of knowledge' for beginners. It is conventional to integrate opportunities to engage in research increasingly as the undergraduate degree program progresses, although this varies disciplines. Early engagement can have a positive impact, as long as it is 'appropriately framed' within a suitable pedagogy. There are often negative experiences with a significant impact, and negative attitudes have been widely documented [several references]. Turning to college-based HE, we encounter a different environment with less emphasis on research methods teaching and a little knowledge of experiences. They focused on data collected as part of a broader project run by the HEA to map provision and develop generic research methods provision [sounds bollocks]. There's been a report in Gray 2015. They developed their own questionnaires for second year sociology students looking at gender, context including college, programme studied level and mode of study, background qualifications. They then used liquor scales to gather reactions to a number of statements linking to research methods and awareness of methodological concepts. Then they went on to preferred methods of learning and the resources available. Finally they assessed confidence in undertaking qualitative and quantitative research on a 10 point scale. They piloted the questionnaire. They used survey monkey and distributed questionnaire widely, although they focused on England. They got hundred and 62 responses from lecturers and 98 from students, 'a small response rate' but okay as far as they go. They realise that there could have been self-selection bias reflecting age, gender and social class, and possibly academic attainment. But this was just exploratory. They study students in social sciences and general areas such as 'Islamic studies, law, marketing, accounting and hospitality'. [The demographics are almost irrelevant].64% were female and so might be expected generally report lower confidence. More had vocational qualifications or access courses than A-levels, and so might be expected to be 'less well prepared for the rigours of HE study ' and privileging practical rather than academic knowledge, skills rather than engaging with debate about methods, more likely to express disinterest, and this was an acute issue on first exposure Generally, students had useful experience. Half of them had had experience of research methods in the survey [69% had a module name research methods in their courses, which is not all the same thing in my experience]. Their practical experience of 'some essential aspects of research methods training was limited', however [they were asked whether they had heard of or studied core aspects such as key concepts or methods of analysis]. They claim to be familiar with qualitative and quantitative research approaches, but reported less experience and knowledge of more specialist aspects. They were aware of issues such as validity and reliability but had not yet studied them. 'Only 14% of respondents reported studying the epistemological framing of research' [not at all surprising]. Of course the level at which they are studying will have an effect, but the closer they get to honours year, the more impact this is likely to have [only because of the stupid requirements to discuss epistemology in research projects — they can solve this by acquiring one of the speed dating sources that give definitions of hermeneutics in a paragraph]. The same goes with analysis. Lots had experience of producing bar and pie charts, but fewer had examine cross tabs or thematic analysis. This ties up with the finding of '"statistical anxiety"' among undergraduate students observed by Chamberlain et al. 2015  Chamberlain, J. M., Hillier, J., and Signoretta, P. 2015. “Counting better? An examination of the impact of quantitative method teaching on statistical anxiety and confidence.” Active Learning in Higher Education 16 (1): 51-66. Overall, positive attitudes to research methods and recognition of their value were reported, even enjoyment, although this may 'reflect the limited depth to which they are engaging' — as complexity or challenge increases, these positive dispositions might decline. Qualitative methods are perceived as 'easier than quantitative methods', [despite? Because?] 'The relatively limited experience of qualitative methods of analysis', which must produce a 'limited appreciation of the rigours'. Some reason, the team did not anticipate this favouring of qualitative methods, and seem to have discovered the 'limited depth of methods of quantitative analysis' offered to students. Those who did not find school maths easy had more chance of a negative perception of quantitative methods, as did those who preferred writing essays. Generally, those who used it tended to find qualitative methods easier to understand felt more confident and enjoyed asking people questions about '"real life situations"'. Turning to pedagogy. Research methods are often taught in universities as stand-alone modules separate from the disciplinary content of degree programs and this 'can lead to passive engagement', and a perception of irrelevance. This is been noted by others. At the same time, small group teaching, project work and independent study is more common in colleges. Respondents certainly seen to agree with the statement that they enjoy applying research methods to real world problems and this might reflect the emphasis on problem or project-based learning. At the same time, 'respondents demonstrated a strong preference for lectures', even though they get smaller class sizes than university students. They also like practical exercises and tutorials and workshops, more so than more independent working, associated with 'problem or project-based learning'. Again the level of study might be important here. The problem of project-based learning might be pursued, together with its underlying principles of active learning. There is an appetite to apply research to real world problems, although it is difficult to realise this in practice, and it does not mesh necessarily with problem or project-based learning. The problem is integrating the 'more abstract or sophisticated aspects of research methods (e.g. epistemological framing, concepts such as validity and reliability)' [at last!], And this could limit wider academic development and wider application research methods, to contexts found in employability. Actual employer input seems to be limited. Instead research proposals reports and essays are widely used, and innovation and development is needed [NB the authors spell the plural of curriculum as curricular throughout]. There also needs to be more integration, that make research-based curricula inclusive of the whole provision. Some universities apparently do this [references], and it seems to have something to to with links with employers and the local community [ Benson, A. and Blackmore, D. 2003. “Can research methods ever be interesteding?” Active Learning in Higher Education 4(1): 39-55.; Edwards & Thatcher, 2004  A student-centred tutor-led approach to teaching research methods. Journal of Further and Higher Education, 28(2): 195- 206.  Winn, S. 1995. “Learning by doing: teaching research methods through student participation in a commissioned research project.” Studies in Higher Education 20 (2): 203-214.] [The same would apply there — are employers interested in epistemology?] They think this is available study. They have identify the limits of current provision, for example focusing on descriptive statistics rather than the more complex forms of analysis especially in quantitative methods and not developing robust understandings theoretical and critical aspects, including reliability and validity. They are unprepared for universities [I'm not at all sure about this]. They are probably not prepared for dissertations. There are problems on resourcing pressures on space and your exits for students, but these are familiar problems. They still are well placed to meet the demands of employers and the skills agenda, which will include those 'theoretical conceptual and critical skills essential for the contemporary labour market' [bollocks]. Some of the problems like statistical anxiety seem to persist into universities. There is work going on. The limitations of the study are acknowledged. [Very idealistic overall. Uncritical about students and how they cope with research methods course -- they get stuff from primers and the Web,even at doctoral level. Uncritical about research methods, critical analysis and what employers want, the skills agenda etc.  Is superficial audience research leading to PR research?]