This project asks how engagement with research ought to form students' capabilities and enhance multidimensional learning experiences for intelligent action social responsibility and agency to choose and plan a good life.
It aims to theorise how undergraduates ought to be positively transformed as persons by their learning experiences and knowledge acquisition in discipline-based research-rich teaching. It seeks also to problematise the research element in the nexus which is often assumed be of inherent value. The research is primarily conceptual seeking to expand debates about the research/teaching nexus in the disciplines and includes the collection of illustrative qualitative data using semi-structured interviews with nine lecturers and 21 students in three departments (History Politics and Animal and Plant Sciences) in one research-intensive university.
