It is widely acknowledged that systematic observation is an important research method, and hence should be a core element in psychology curricula. UK higher education institutions (HEIs) were surveyed about their psychological research methods teaching, and in particular observational research methods. The survey indicated considerable variation across responding HEIs in equipment availability, class size, and preparation and contact time, though there was a degree of consensus in the use of SPSS, identified learning outcomes and assessment strategies. Considerable interest was expressed for the provision of self-contained, relatively short, sets of materials teaching key features of observational research methods, with a preference for the inclusion of developmental psychology video materials. The parallels with the concept of ‘learning object’ are discussed.
This chapter describes and analyses the background to and development of a national guidance framework for research ethics review that was commissioned by the United Kingdom Research Integrity Officeand the Association of Research Managers and Administrators, and launched in 2020. Unlike the centrally-controlled UK Health Research Authority research ethics review system for health and social care research, ethics review of research outside these fields is not nationally controlled and is conducted within a wide variety of organisational structures. The development process had to adopt an approach that consulted widely and sought to ensure broad take-up of the guidance by offering a flexible approach to compliance with a set of superordinate principles, while meeting the expectations of the governmentfunding body for the higher education sector as well as those of the UK research councils.
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