Being part of the team: A case study which examines the experiences and perceptions of a postgraduate taught student involvement in an ongoing research project

Postgraduate students in the UK face many challenges when returning to study. These include lack of confidence in their own knowledge and skills which may create anxiety (Bamber, Choudhary, Hislop & Lane 2017) and have a negative impact on their learning experience (Coneyworth, Jessop, Maden & White, 2020). Tobbell et al (2010) argue that there is often an assumption that the postgraduate student possesses expert knowledge due to prior experiences which may contrast with the students’ own perceptions. Therefore, to address and support the development and acquisition of student knowledge it is important to explore and understand the student’s experience so that the curriculum can be enhanced and improved. This is particularly relevant when providing research education to postgraduate students as this will enhance future career aspirations (Daniel, 2016) and the provision of evidence-based care in practice. To develop this understanding, it is proposed that a postgraduate student's experience of participating in an ongoing research project will be examined. This research project is aligned to the student’s research topic that they have explored during the level 7 research modules. This will facilitate a nuanced understanding of the student's experience which can be used to inform the curriculum in the future.