1. Student to Student research project University of Bradford Dr Lou Comerford Boyes

2. Ideological reasons…….. UNESCO framework: Participative Democratic Inclusive Co-created

3. Pedagogy: UoB Teaching & Learning Strategy 2009-14 Active, student-centred learning Autonomy, independence, ownership Stakeholder in assessment (PDP) Collaborative Trying to be less ‘risk averse’ in terms of staff behaviour / tendencies

4. Reasons why ………… Lack of staff capacity; Staff perspective can be a barrier; Opportunity for staff to learn from students; Good way of raising the profile of Ecoversity; Sustainable: self supporting research community so staff input can be less, builds research capacity within student group.

5. More reasons why……. Feedback from students last year - ‘make the research student friendly/ focussed’ Opportunity for students to work with other students; A chance for students to enhance their research skills and process management capabilities; Opportunity for students to have a voice within the institution.

6. Research and UoB students…. Research methods UG and PG Dissertations Group research projects in modules Paying students as research assistants But collecting data about and understanding student-led research?

7. Positive impacts for student researchers……………… Personal: ‘my confidence grew with each interview’ Professional development esp. further development of research skills: ‘really helped me hone my questioning skills…..improved my negotiating and listening skills’ Pedagogic: student researchers supporting and teaching other student researchers Social: opportunity for students to work with other students and learn about our student body

8. Positive impacts for Ecoversity Generates naturalistic, in-depth conversations between students about the initiative; Learning about SD can be mutual; Good way of raising the profile of Ecoversity; Sustainable way of scaling up in terms of field-operatives / participants and scale of research that can be attempted.

9. Staff learning………….. Puts a spotlight on default power relations and how they can be usefully disrupted - But how hard it is to genuinely give control to others What happens when we try and enact the spirit of the TLA strategy – natural tendency to eliminate risk! Deeply satisfying: the value-added in terms of data about doing research this way, over and about finding out about Ecoversity; Lessons learnt that can usefully inform the formal curriculum………….

10. Implications for student-led work within the formal curriculum…… Open ended tasks – are they really? How do we manage students taking things in directions we did not anticipate? Or even feel comfortable with? Do we constantly find ways of exerting control and wresting back the agenda? How do we cope with tension between truly student –centric ideologies and what staff have to report against?

11. Opportunities…….. Student to student research is fertile learning ground for: Researchers Participants Staff Opportunities to adopt the approach?