“…At a minimum, learning how to become a researcher should cater for analysis skills relevant to the wider learning process across different modules since it enables students to engage more clearly with different texts that are directly based on active research (Ryan, Saunders, Rainsford, & Thompson, 2014). However, there is general acknowledgement that skills developed through such activities also promote skills such as time management, organisation and self-directed learning are frequently highlighted (Allin, 2010;Huggins, Jenkins, & Scurry, 2007;Stefani, Clarke, & Littlejohn, 2000), and such development is seen as "central to professional life in the twenty-first century" (Brew, 2006, p. 7). Such wide-reaching implications highlight the significance of ensuring success in the process of training students to become researchers.…”