Linking research and teaching through student-led module evaluation

Research output: Chapter in Book/Report/Conference proceedingConference contribution


This paper outlines the processes and outcomes from two innovative student-led projects to evaluate education research modules on a Masters level programme in Professional Education at Queen Margaret University, Edinburgh. Both projects were underpinned by the overall programme philosophy emphasising learner-centred approaches and strong research-teaching linkages. One project was an Action Research Evaluation project where students guided all stages of evaluating a module. The second project involved the students critiquing existing institutional module evaluation forms and then designing their own module evaluation form.

Outcomes from the projects include increased student knowledge, skills and confidence in using education research methodologies and undertaking small-scale collaborative research projects. In addition, staff have gained a greater awareness of which aspects of the modules students consider should be evaluated. Students are still actively involved in the Action Research Evaluation project and are currently collaborating to write a journal article and present their findings at a seminar. The students are also directly informing the redesign of modules for the next academic year.
Original languageEnglish
Title of host publicationEnhancing Higher Education Theory and Scholarship, Proceedings of the 30th HERDSA Annual Conference, 8-11 July
Number of pages5
Publication statusPublished - 2007


  • research-teaching linkages
  • students as partners
  • co-creation
  • curriculum design
  • student engagement


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