•For me, the key message of Agathe’s chapter is that object-based learning has a greater effect on students’ learning than conventional methods, such as lecturing. Object-based learning fits into research-based education since the students are in contact with current research and interacting with its equipment and methods). The chapter also refers to research-based education as having longer lasting effects on retention of knowledge: having been in contact with objects, students can remember the concepts behind them far better than when being told them. This can also be stimulating for staff, as they can see how the students adapt and respond to this different learning style. The chapter highlights the success of interdisciplinary work and how this has boosted interest in students’ programmes of study.

•The benefit of object-based learning is increased student engagement: when free to learn actively alongside staff, students have a better feel for their discipline and how research is conducted. Students working with staff would have a wider awareness of the real-world applications and opportunities in their field, as well as being able to consider what they want to do with their future, with a better understanding of the differences between their study and a career as a researcher. Interdisciplinary events and projects would give students an insight into industry, into how real-world projects are conducted, and how interdisciplinary fields of study are developing.

A significant challenge of object-based learning is that for students to be in an environment where they have free access to laboratory equipment and research materials requires space, funding and staff time so that students can study materials at their own pace and level of curiosity. The challenges of interdisciplinary events and collaboration stem from the traditional siloing of departments and fields of study: insufficient communication between departments and different approaches to research-based education.