Connecting expectations and experiences of students in a research-immersive degree

Datos Bibliográficos

ID4096863
AutoresAnna Wilson (0000-0002-5563-2318), A N Wilson (0000-0001-6928-1689, University of Canberra, autor de correspondencia), Susan Howitt, Susan M Howitt (0000-0002-2192-2317, Australian National University), Pamela Roberts (0000-0003-0946-1252, Australian National University), Pam Roberts, Gerlese S Åkerlind (0000-0002-3937-7732, University of Canberra), Gerlese Åkerlind, Kate Wilson (0000-0002-0414-4082, Australian National University)
Año2013
Volumen38
Número10
Páginas1562-1576
Fecha de publicación2013-12-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaStudies in Higher Education (JOURNAL)
Identificadores de la revistaISSN: 0307-5079 • E-ISSN: 1470-174X
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03075079.2011.633163
OpenAlexW1979807322
IdiomaEN
Citas recibidas8
Referencias citadas16

Recent studies of undergraduates engaged in authentic research have suggested that students may benefit in a range of different ways from such experiences. However, these same studies have also shown significant variation in the extent and universality of these benefits. This article investigates the impact of one potential source of variation in perceived benefits: students' prior expectations of what research experiences might offer. The authors' surveys of students enrolling in a research-immersive undergraduate science degree indicate a range of anticipated benefits from or opportunities within the degree, only some of which address preparation for research or the development of generic research skills. The benefits that students report gaining from their involvement in the program appear to be constrained by these prior expectations. The authors suggest that these constraints may be connected to students' understanding of the nature of science and scientific research

Higher education · Mathematics education · Medical education · Pedagogy · Political science · Career Development and Diversity · Doctoral Education Challenges and Solutions · Evaluation of Teaching Practices · Psychology