A report produced by the Higher Education Academy in 2009,Developing undergraduate research and inquiry, argued that "all undergraduate students in all higher education institutions should experience learning through, and about, research and inquiry."

Referencing what the report calls the "undergraduate research movement" in the United States, its authors, Mick Healey and Alan Jenkins, call for a "research-active curriculum", stating that: "such curricular experience should and can be mainstreamed for all or many students, and achieved through structured interventions at course team, departmental, institutional and national levels."

Fast forward two years and the call for undergraduates to engage in research has intensified, in part due to the need for universities to win students in a more competitive marketplace. Involving undergraduate students in research, adds value to the student experience and helps the institution stand out from the crowd.

So, for those universities interested in exploring this option, just how do they go about developing undergraduate research programmes, and ensuring they are a success?

On Friday 13 January, we bring together a panel from across HE to look at this growing trend, the range of engagement activities available, what makes for successful projects and lastly, explore the ways to ensure both academics and students can gain from the experience.

Join us online, post a question or comment now and follow the discussion on Twitter using the hashtag #HElivechat

Panel

Malcolm Gillies, vice-chancellor, London Metropolitan University

Malcolm is VC and chief executive of London Metropolitan University. Malcolm is a passionate advocate for higher education, especially in breadth of access, focus of curriculum, and impact of research. Malcolm is currently chair of the advocacy body for London's universities, London Higher

Stuart Hampton-Reeves, professor of research-informed teaching, University of Central Lancashire

Stuart is the director of the Centre for Research-informed Teaching. He is currently chair of the steering group of the British Conference for Undergraduate Research and speaks regularly at universities around the country about the development of undergraduate research. Twitter: @stuarthr
@bcur11

Neil Morris, senior lecturer, University of Leeds

Neil's research interests are in technology enhanced learning and he has won a number of awards for excellence in teaching. He has run innovative student internships to allow students to undertake educational research whilst studying for their degree. Neil is also the editor-in-chief of Bioscience Horizons, the national undergraduate bioscience research journal, published by Oxford University Press. Twitter: @bioscihor @lt_tech_he

Heather Hartwell, associate professor, Bournemouth University

Heather is a registered nutritionist whose aim is to provide a learning environment which is both academically stimulating and vocationally relevant. She has recently been involved in the PHORUS (Public Health Open Resources in the University Sector) project, an initiative designed to test practical benefits of providing Open Educational Resources in HE. Twitter: @bournemouthuni

John Joughin, deputy vice chancellor, University of East London

John is responsible for the development of UEL's academic core including strengthening its research base; quality assurance and enhancement; and the students learning & teaching experience. He is also responsible for managing the Schools of UEL and developing undergraduate and postgraduate provision. Twitter: @UEL_News

Andy Hagyard, learning & teaching co-ordinator, University of Lincoln

Andy works in the Centre for Educational Research and Development at the University of Lincoln, where he co-ordinates a range of educational development initiatives. He acts as co-ordinator for the Student as Producer project, which aims to establish research-engaged teaching and learning as the organising principle of theuUniversity. He is also on the executive committee of the Association for Learning Development in Higher Education (ALDinHE) Twitter: @ahagyard

Sue Beckingham , educational developer, Sheffield Hallam University

Sue's research interest is in the use of social media and technology in higher education. Worked closely with Dr Richard Hill to set up an online undergraduate student journal. Twitter: @suebecks

Richard Hill, head of subject, University of Derby

Richard is a senior academic in computer science, with a passion for academic staff and student development through the application of research processes. As a keen advocate of writing, Richard uses publication to get students and staff engaged in personal development and self-promotion. Twitter: @higherlearner

Pravin Jeyaraj, academic editor, Westminster Law Review, University of Westminster

I am a PhD Student in environmental law at University of Westminster and on the founding committee of the Westminster Law Review, a student-run law journal to be launched on January 23. Twitter: @notaphdthesis #WminLawReview

Mick Healey, HE Consultant and Researcher, Healey HE Consultants

Mick Healey is an emeritus professor at the University of Gloucestershire, UK. Until 2010 he was director of the Centre for Active Learning, a nationally funded centre for excellence in teaching and learning. Mick was one of the first people in the UK to be awarded a National Teaching Fellowship and has written, presented and advised extensively about engaging students in research and inquiry.

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Rather than joining the debate, I'll be preparing to take undergraduates on their next research project starting 23 January. First year undergraduates will be taking the module on Understanding Action Inquiry, which was first delivered in 2003. There are two groups of third year undergraduates this semester - one group starting their Work Based Major Projects, one group at the implementation stage.

It would be good to bring all the groups together to discuss proposals, methodology, ethics and literature reviews. However, this would mean using an alternative to the university VLE and I'm aware that some students find it confusing to work in several spaces. Google + might be the forum, as it "unites" the experience through email - all students would get key notices of joint discussions through the existing channel of their university email accounts.

One of the aspects of the degree course that students find most exciting (and challenging) is the research that they do, revisiting the research process in a spiral curriculum in each year of the degree course. One of the challenges for tutors is to avoid emphasising the research aspect, in order not to trigger university procedures designed for postgraduate research. Whatever it is officially titled, the modules are research - work-based projects planned and implemented using a research process.

In the first and second year modules, students are introduced to Action Inquiry for Professional Development. In the third year students can choose their methodology. They negotiate proposals with tutors and line managers, identifying areas of professional development that are appropriate both for their work contexts and for module requirements.

For most students, the research process is new, but it is basically adding rigour to the familiar idea of professional development.

Writing that thought has just surprised me! Perhaps I have allowed the process to dominate, when it may benefit first year students to turn the idea on its head. I'd better have a fresh look at the module before the idea gets lost in the detail.

I'm not sure if new students will be joining the course on 23 January, but if they do it will be even more important than usual to clarify the focus of Understanding Action inquiry, otherwise it might be a bit of a shock.