Student Research as Legitimate Peripheral Participation

Student research aligns well with recent movements to a learner-centered educational paradigm. However, despite student research's learning benefits, the IS literature has paid limited attention to the topic. We require easy-to-follow student research frameworks and case studies and ways to measure research-teaching integration's benefits. I address this knowledge gap in this essay. I present a research apprenticeship model that serves as an adaptable framework for integrating student research into existing study programs and teaching practices. I evaluate its benefits through personal reflections and students' self-reported learning outcomes. I interpret these benefits by drawing on learning theory and, in particular, the two concepts "legitimate peripheral participation" and "community of practice". I claim that the model helps students become legitimate members of the IS research community of practice. With this essay, I contribute to the literature by identifying situated learning elements that student research requires to succeed and describe model components that support legitimate peripheral participation in the community. Subsequently, I relate these contributions to extant IS literature, discuss their implications for teaching practice, derive recommendations, and highlight potential future research topics.