Abstract
Students who had previously been the subjects of pedagogic research were enabled to become active agents in the research process, co-producing and co-disseminating knowledge with an academic staff member. They jointly prepared and presented a paper at an international geography conference and co-wrote this article. Their experiences of taking part in the research process were largely positive. Attending the conference developed their views of the discipline and its currency and relevance; highlighted the benefit of academic studies for employment; afforded them an overview of the research process in its entirety; and enhanced their knowledge and skills. The students expressed divergent levels of integration into the research process and into an academic community of practice. They all, however, conveyed a greater appreciation of the research activity of lecturers outside of the classroom and how this might benefit their teaching and learning experience.