Student as researcher: rethinking how to make research methods interesting for students

This project aimed to enable students to appreciate the technical and epistemological
nuances of different phenomenological approaches. We involved a small group of self-selecting
honours level undergraduate students in the plural analysis of focus group data.
Students reported that this supportive teaching technique, facilitating peer working,
resulted in deeper learning. This case study describes the piloting of a collaborative
teaching method, engaging students as researchers. The project lasted six months, with
monthly meetings from tutors to guide procedure and to support academic discussion. The
group had a shared interest and joint cause but as each student also had an individual
task of conducting a certain analysis, we did not observe any group member failing to offer
full effort and participation. Reflections of how this type of teaching could be conducted
with larger cohorts are considered and critiqued.