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Knowledge of research methods is regarded as crucial for the UK economy and workforce. However, research methods teaching is viewed as a challenging area for lecturers and students. The pedagogy of research methods teaching within universities has been noted as underdeveloped, with undergraduate students regularly expressing negative dispositions to the subject. These are challenges documented in university-based higher education (HE), yet little is known of the practices and pedagogies of research methods teaching in the college-based HE setting, where the delivery of HE has grown in prominence in recent years. Because college-based HE is widely regarded as primarily vocational, incorporating research methods into curricula may be seen as an additional level of complexity for staff to negotiate. In this article, we report on the data collected within a study to examine research methods teaching in social science disciplines on HE programmes taught in college-based settings in England. Drawing on data obtained from college-based HE lecturers and students, we discuss features of research methods teaching and how these may be applied with a diverse student body, within vocationally focused institutions. Issues of institutional culture, resourcing and staff development are also considered as these are identified as integral to the successful embedding of research methods teaching

The primary aim of this research was to investigate students' views of using published research and their attitudes towards the research activities of their lecturers. Although this has been examined often in university settings the focus here was on science students undertaking foundation degrees in Further Education Colleges (FECs). This was done through open question questionnaires at three FECs in one college partnership. A secondary aim was to examine the feasibility of developing a journal for the college partnership which would enable staff and students to submit manuscripts. Attitudes were sought through homogeneous focus groups with science students and staff at colleges within one college partnership. Lecturers and students showed strong support for the proposal. Students indicated that lecturers who had published would be seen as more credible and would link their research activity to the learning experience more effectively. Students believed that the possibility of publishing their work in such a journal would be a wonderful opportunity which would make them work harder. Staff saw the journal as an opportunity to publish work they had undertaken for postgraduate qualifications and encourage them to seek other research opportunities. It now needs strategic investigation regarding the practicalities of producing such a journal.