UK BASED UNDERGRADUATE RESEARCH PROGRAMMES

Alan Jenkins and Mick Healey

July 2007

Alan Jenkins () Reinvention Fellow for the Reinvention Centre for Undergraduate Research: University of Warwick and Oxford Brookes University Consultant for the Higher Education Academy; Visiting Professor Staffordshire University

Mick Healey () Director of Centre for Active Learning in Geography, Environment and Related Disciplines, University of Gloucestershire

Acknowledgement: The production of this listing was supported by Alan Jenkins’ Fellowship for the Reinvention Centre for Undergraduate Research at Oxford Brookes and WarwickUniversities.

This listing describes known UK based “undergraduate research” programmes. Comments and suggestions – particularly of other programmes not included here – are welcome. The listing is organised as follows:

  1. Definition and Scope
  1. Selected References
  1. Programmes at Institutional Level
  1. Programmes at Department Level
  1. Journals and Student Conferences
  1. Organisations Funding and Supporting Undergraduate Research: The Research Councils
  1. Organisations Funding and Supporting Undergraduate Research: Other National Organisations

A: DEFINITION AND SCOPE

“The research universities have often failed, and continue to fail, their undergraduate populations, thousands of students graduate without seeing the world - famous professors or tasting genuine research."

Boyer Commission (1998, 3)

“An Undergraduate Research Opportunities Programme (UROP) gives undergraduates the opportunity to participate in the research activities of the institution’s academic staff and postgraduates. The Imperial College scheme, which is modelled on that at Massachusetts Institute of Technology ... was started in 1980 following a visit from the late Professor Margaret MacVicar at MIT.”

Collier (1998, 349)

“The message for the (UK Research) Councils is that vacation bursary schemes offer added-value in the promotion and support of research careers, particularly through:

  • Giving students a more realistic experience of a research position and research employment.
  • Helping students make more informed career choices – even when the decision is that a research career does not suit them.
  • Creating an excitement around research careers in the student body, when vacation bursaries are seen as attractive and prestigious opportunities.
  • Motivating research staff with renewed enthusiasm about research careers, and providing them with opportunities to communicate this to a student audience.”

EPSRC Vacation Bursary Good Practice Event, 2nd November 2006

‘Undergraduate research’ is taken to be a form of curriculum/learning that is most strongly based in US higher education. There are variations to its form. These include:

  • undergraduate students learning through various forms of research or inquiry based learning
  • often strongly supported by academic staff and at times on faculty research projects
  • often in the summer vacation or in semester breaks
  • at times rewarded by credit and at times by pay
  • at times involved in a scholarly and research based way with local communities.

Often undergraduate research is for selected students and is outside the formal institutional and departmental curriculum. However there is now an increasing emphasis in some US institutions to credit it and/or link more firmly with the ‘mainstream’ curriculum.

As with ‘research’ by university staff (Brew, 2001) there are contested meanings of the word ‘research’ at undergraduate level. In the US, the practice and thinking – particularly in the sciences – sees undergraduate research as students having to produce ‘original’ perhaps ‘cutting edge’ knowledge. Others, however, focus on students learning through courses which are designed to be as close as possible to the research processes in their discipline. The focus then is on the student learning and being assessed in ways that parallel/mimic how research is conducted in that discipline. In these cases, what is produced/learned may not be new knowledge per se – but it’s new to the student and, perhaps more significantly, transforms their understanding of knowledge/research.

To demonstrate this tension -the web site of the Council for Undergraduate Research (mainly supporting undergraduate institutions outside the U.S. research elite) both focuses on ‘learning through research’; but also offers this definition of undergraduate research: “An inquiry or investigation conducted by an undergraduate student that makes an original, intellectual, or creative contribution to the discipline.”

In the USA major donors such as the National Science Foundation (Haggett, 2006) and the Howard Hughes Medical Institute are important financial supporters of undergraduate research; and the Council on Undergraduate Research, in WashingtonDC and its affiliated institutions works with agencies and foundations to support undergraduate research.

Our interest in US undergraduate research stems out of a wider interest in bringing teaching and discipline based research together (e.g. Jenkins and Healey, 2005; Jenkins, Healey and Zetter, 2007). We recognise that there are educational, philosophical and organisational links (and differences) between undergraduate research and the UK dissertation/honours thesis which is one broad approach to bringing teaching and research together. We also recognise and value other forms of inquiry or active learning such as problem based learning. We concur with Zamorski (2002, p.417) of the importance of not “privileging a single approach to the integration of research, teaching and learning.” The research evidence is as yet not clear as to the value of different forms of ‘research based learning’ nor of the contexts in which they are most effective (Jenkins, 2004; Spronken-Smith et al., 2007).

Thus while recognising the various ways in which individual staff and institutions seek to bring students into the worlds of research, our focus is here quite tightly drawn to UK based programmes at department, institutional and national levels, which have all or most of these properties:

  • They term themselves ‘undergraduate research’, or use terms such as ‘community based undergraduate research’ and so on
  • The philosophy/values of the programme include explicitly bringing undergraduate students (and possibly others e.g. librarians, community activists) into the worlds of research
  • The student learns in ways that parallel or replicate the way staff research/learn in their discipline/professional area
  • The outcomes of learning/the assessment both formative and summative parallels/replicates the way faculty/staff develop and disseminate their research/learning in their discipline/professional area e.g. through undergraduate research journals, student research conferences and so on
  • The programme is clearly visible and recognised as ‘undergraduate research’ by the university communities (in particular students) and parents, the local community; and possible external sponsors.

The majority of programmes and initiatives listed below are relatively small scale and highly selective. For us the challenge is how to mainstream these opportunities and make them potentially available for many or indeed all students in higher education (Jenkins and Healey in press). Others may wish for a more selective expansion.

Such expansion is likely to be driven by these factors:

A)Research Councils and other national funders seeking to support the next generation of researchers; such expansion will clearly be selective, but meeting a strong national agenda.

B)Research elite institutions seeking to demonstrate to government, students, and other stakeholders the particular benefits of undergraduates studying in research-intensive institutions; perhaps particularly in the context of increased fees.

C)Teaching focussed institutions seeking to ensure research like learning for all students and to support staff in having a research career. In this context this will require new type of programmes and perhaps a broader definition of what counts as ‘undergraduate research’ (see entries in Section C for University of Gloucestershire and OxfordBrookesUniversity).

D)Governments providing targeted support to support undergraduate research for all or many students (Jenkins 2007)

E)Strong research evidence as to the effectiveness of such programmes

References

Boyer Commission (1998) Reinventing undergraduate education: a blueprint for America's research universities. Stony Brook, New York: Carnegie Foundation for the Advancement of Teaching

Brew, A. (2001) The nature of research inquiry in academic contexts. London: Routledge Falmer

Collier K (1998) Research opportunities for undergraduates, Studies in Higher Education, 23(3), 349-356

Haggett, R (2006) The US National Science Foundation, the undergraduate curriculum and undergraduate research

Jenkins, A (2004) A guide to the research evidence on teaching research relations. York: Higher Education Academy

Jenkins, A (2007) Inquiring minds need more than just teaching: Undergraduate research can transform the sector, Times Higher Education Supplement, June 13,14

Jenkins, A and Healey, M (2005) Institutional strategies to link teaching and research. York: Higher Education Academy

Jenkins, A, Healey, M and Zetter, R (2007) Linking teaching and research in disciplines and departments. York: Higher Education Academy

Jenkins, A and Healey, M (in press) Critiquing excellence: undergraduate research for all students, in Skelton, A (ed) International perspectives on teaching excellence in higher education, London: Routledge

Spronken-Smith, R, Angelo, T, Matthews, H, O’Steen, B and Robertson, J(2007) How effective is inquiry-based learning in linking teaching and research? International policies and practices for academic enquiry: An international colloquium held at Marwell conference centre, Winchester, UK, 19–21 April

Zamorski, B (2002). Research-led teaching and learning in higher education: a case. Teaching in Higher Education 7(4), 411-427

B: SELECTED REFERENCES

Articles on UK programmes

Blackmore, P and Cousin, G (2003) Linking teaching and research through research - based learning, Educational Developments 4(4): 24–27 (re University of Warwick scheme)

Collier, K (1998) Research opportunities for undergraduates, Studies in Higher Education, 23(3), 349-356 (re ImperialCollege scheme)

Chang, H (2005) Turning an undergraduate class into a professional research community Teaching in Higher Education, 10(3), 387–394. See also (re UCL Chemistry)

Jenkins, A (2004) Supporting undergraduate research (in the UK): an outline proposal, paper presented to Research and Teaching: Closing the divide? An international colloquia, Marwell, Winchester, February 13-14

Selected US References

Hakim T F (2000) How to develop and administer institutional undergraduate research programs. WashingtonDC: Council on Undergraduate Research

Huggins R, Jenkins A and Scurry D (2007) Undergraduate research in selected US universities,

Karukstis, K, and Elgren, T (2007)How to design, implement, and sustain a research-supportive undergraduate curriculum. WashingtonDC: Council for Undergraduate Research, available at:

Kinkead, J (ed) (2003) Valuing and supporting undergraduate research, New Directions in Teaching and Learning 93, San Francisco: Jossey Bass

Peer Review (Winter 2006) Theme issue: Undergraduate research: a path to engagement, achievement, and integration,

ReinventionCenter (2004) Integrating research into undergraduate education: the value added. University of Stony Brook, The ReinventionCenter. Web version of selected papers at:

ReinventionCenter, University of Miami, Selected US web sites on undergraduate research

C: PROGRAMMES AT INSTITUTIONAL LEVEL

CambridgeUniversity

Begun in 2002 as a summer exchange programme with MIT and funded by the Cambridge MIT Institute ( with 28 Cambridge students going to MIT and an equal number of MIT students going to Cambridge across a variety of subjects. The scheme was localised in Cambridge in 2003, and is now (2007) established in Engineering, Plant Science, Genetics, Computer Science, Physics with the intention of extending it across the University. It is open to first and second year students at Cambridge. The focus is on the selected students having a summer placement in a research group (generally 10 weeks). Students can work in their own or a different discipline. In 2006 50 students participated, some with support from the EPSRC scheme, and in 2007 with the support of the Isaac Newton Trust the target is 100 students.

Several of the University’s Colleges have their own schemes. For example, St Johns College ( makes available a number of grants from college funds to the maximum value of £500 to support undergraduate academic research projects or academic Summer Schools related to their courses, to be undertaken in the Long Vacation 2007 at a University, including Cambridge, or other approved academic institutions. Current undergraduates who will be returning to Cambridge for a course of study in October 2007 are eligible.

Reference

Shercliff, H (2006) Cambridge University’s undergraduate research opportunities programme, RCUK/Higher Education Academy Conference, Bringing research and teaching together, London 24 November

University of Chester (UK)

Origin is an in-house undergraduate journal which gives students the opportunity to publish results from successful research projects undertaken in the Department of Biological Sciences. The student experience of standard research process is enhanced, equipping them with additional skills required for publication of research, whilst disseminating knowledge and understanding of wide-ranging biological issues gained through their research efforts to a wider audience. Chester is involvemed in the national biology undergraduate research journal – Bioscience Horizons – see entry in Section E.

ImperialCollegeLondon (UK)

The Undergraduate Research Opportunities Programme (UROP) gives students the chance to take part in the activities of College research groups. Founded in 1980, this is the earliest example of such a programme in the UK and was directly based on the MIT scheme. The scheme focuses on students in year two and is often used to develop ideas for their final year dissertation or project. While most projects are undertaken in the summer they can also take place in term time. Students are awarded bursaries for their work from a variety of sources but most commonly from supervisors’ research funds, general departmental funds or external funds such as the Nuffield Foundation’s Undergraduate Research Science Bursaries. The scheme is also open to students from outside Imperial. 3300 students have participated since 1980. In 2005-6, 320 students participated of whom 185 were from Imperial (mainly summer 2006).

References

Collier, K (1998) Research opportunities for undergraduates, Studies in higher Education, 23(3), 349-356

Hawksworth, A and Kingsbury, M (2006) Undergraduate research opportunity programme, RCUK/Higher Education Academy Conference, Bringing research and teaching together

University of Gloucestershire

The University has recently begun work with the CarnegieAcademy for the Scholarship of Teaching and Learning (CASTL) Leadership Programme on Undergraduate Research ( to develop and embed undergraduate research within the university. The University’s definition of undergraduate research includes Boyer’s (1990) scholarships of discovery, integration and application (engagement) and is characterised by breadth: “undergraduate research describes student engagement from induction to graduation, individually and in groups, in research/inquiry into disciplinary, professional and community-based problems and issues, including involvement in knowledge transfer/exchange activities.” The work complements the emphasis on active learning in the university, which is being coordinated through the Centre for Active Learning ( They are in the process of collecting international case studies of undergraduate research at course and department/institutional levels.

References

Boyer, E L (1990) Scholarship reconsidered: priorities for the professoriate. Princeton UniversityNJ: Carnegie Foundation for the Advancement of Teaching

Childs, P, Healey, M, Lynch, K, McEwen, L, Mason O’Connor, K, Roberts, C, and Short, C (2007) Leading, promoting and supporting undergraduate research in the new university sector, National Teaching Fellowship Project

OxfordBrookesUniversity

Launched in 2007 by the Reinvention Centre for Undergraduate Research at the Universities of Warwick and Oxford Brookes Sixteen students (15 projects) were funded in the first year. The Brookes scheme operates through staff submittingproposals for student projects or research activities supporting research currently being undertaken within the University. Successful bids are awarded funding to provide bursaries for nominated students (up to £1,700 each) to take part in the Scheme and, in some cases, may be awarded funding to contribute to the costs of any materials required (up to £300). Student projects may last for between 4 and 10 weeks' full time, or 8 and 20 weeks' part-time. Projects may be undertaken by students either full-time in vacation, part-time in semester alongside their studies or part-time in vacation.

A new development in 2007 is Reinvention: A Journal of Undergraduate Research (see University of Warwick entry). In addition policies to embed or mainstream undergraduate research in Oxford Brookes Modular Course are beginning implementation (Huggins et al., 2007).

Reference

Huggins R, Jenkins A and Scurry D, Rust C and Smith P (2007)Developing undergraduate research at Oxford Brookes University: recommendations and models for future development

University of Reading

ftp://

At Reading, there has been a long tradition in some subject-areas of students engaging with academics in their research, sometimes through the use of Nuffield and Welcome Trust vacation scholarships, sometimes using other funding sources. In 2005, the University’s achievements in linking teaching and research were recognised in the funding and creation of a Centre for Excellence in Teaching and Learning, specialising in Undergraduate Research skills (CETL-AURS: One output is an online guide to biology students on the research process Funds from the CETL helped establish an Undergraduate Research Opportunities Programme.

The programme offers vacation research scholarships of six weeks duration, enabling undergraduates at the end of their second year to work on a research project with a research team or individual academic over the summer. The scheme had the backing of both the University Boards for Teaching and Learning, and for Research and was piloted in 2006 with 17 placements across Agriculture, Archaeology, Zoology, Typography and in various locations amongst the University’s Museums, archives and collections. In 2007 it is planned to offer c30 placements on a competitive basis across the whole university, and discussions are underway to secure funding the scheme when CETL funding ends in 2010.

Royal Veterinary College, London

Students from a range of disciplines form a research team to conduct research in a developing country.

University of Warwick (UK)

The Undergraduate Research Scholarship Scheme (URSS) gives students the chance to become directly involved in the research work of the university, share in the experience of being a member of a research team and take part in cutting-edge research. Departments and research centres are invited to nominate potential projects which offer good opportunities for students to gain insight into research work and develop valuable skills. Bursaries of up to £1000 are available for students to carry these out either full time during vacation or part time during term or vacation.

Since the 2005/06 academic year, the URSS has been supported and part-funded by the Reinvention Centre for Undergraduate Research (a HEFCE-funded CETL established jointly at the University of Warwick and Oxford Brookes University), and during that time the number of applications per year has risen from 12 to 80. A list of the projects awarded funded in 2006/07 is available at