The Value of Junior Research Institutes Enhancing the cultural capital of our graduates as degrees potentially become symbolic capital Sadie Hunt Lecturer in Dance Bedfordshire Teaching Fellow

Extending our Research Community Pilot in 2009 following initial research Initial research to find out why students would not take artistic and creative risks in their assessment work? The perceived rules and expectations to do well, the assessment criteria and an individuals need to attain highly against said expectations and criteria limits the amount of risk one takes.

To want to do well is human nature Csibra and Gerley (2007) state that, ‘Humans show a strong and early inclination to interpret observed behaviours of others as goal-directed actions’ (p60). The jRI initially had two aims: To investigate their own practice without the pressure and limitations of assessment To develop what Angela Brew (2006) calls ‘shared knowledge building communities’. So to become part of the research community within the department.

Findings from the USA Scheduled research trip, NCUR conference at Weber State University, Ogden, Utah Berkeley University of California Riverside, LA, University of California Barnard College, Columbia University, New York CUR – Council on Undergraduate Research, Washington DC All the universities had established undergraduate research schemes or bureaus, and large dance departments.

Bourdieu identifies three types of cultural capital: institutionalised cultural capital objectified cultural capital embodied cultural capital.

Currently in the jRi there are 6 strands of engagement. Extending the reach of your research Experiencing research Independent research Project Lunchtime lecture series Skills enhancing workshops Alumni Students can achieve attendance recognition, associate fellowship and fellowship status.

Looking ahead