ABSTRACT
Introduction The Boyer Commission’s (1998) call for greater undergraduate engagement in research has been heard by many university systems around the world. A body of literature has documented the advantages to students of engaging with research (McGuinness & Simm, 2003; Seymour et al., 2004; Healey, 2005a, 2005b; Healey & Jenkins, 2006, 2009; Findley et al., 2007; Garde-Hansen & Calvert, 2007; Hodge et al., 2007, 2008; Jenkins et al., 2007; Karukstis&Elgren, 2007;DeHaan, 2009; Elsen et al., 2009). There is a growing recognition that research skills are essential for all students because knowing how to critically evaluate
information and to enquire is of increasing importance (Brew, 2006), and research skills are required for graduates to function effectively in an increasingly complex world (Bar-Yam, 2004; Harris, 2007; Mitchell, 2009). As Scott notes (2002, p. 13):
In a ‘knowledge society’ all students – certainly all graduates – have to be researchers. Not only are they engaged in the production of knowledge; they must also be educated to cope with the risks and uncertainties generated by the advance of science.
