Measuring and monitoring conceptions of research

Bibliographic Data

ID14690487
AuthorsRan Zhang (0000-0001-8483-2565, Hotel Management School, Stenden University of Applied Sciences, Postbus 1298, 8900 CG Leeuwarden, The Netherlands, corresponding author), Wichard Zwaal (0000-0001-9303-6800, Hotel Management School, Stenden University of Applied Sciences, Postbus 1298, 8900 CG Leeuwarden, The Netherlands), Hans Otting (Hotel Management School, Stenden University of Applied Sciences, Postbus 1298, 8900 CG Leeuwarden, The Netherlands)
Year2018
Volume43
Issue2
Pages359-374
Publication date2018-02-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueStudies in Higher Education (JOURNAL)
Journal identifiersISSN: 0307-5079 • E-ISSN: 1470-174X
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03075079.2016.1172306
OpenAlexW2337412912
LanguageEN
Citations received2
References cited14

This study assessed the validity and reliability of the Meyer, Shanahan, and Laugksch’s Conceptions of Research Inventory using data collected from 227 undergraduate hotel management students in the Netherlands. The results of a series of exploratory and confirmatory factor analyses showed substantial empirical support for the five-factor structure of the scale and for the majority of items used to measure each of the five conceptions. Furthermore, analyses of variances and K-means cluster analyses revealed significant differences among students of three study years in two of the five research conceptions (i.e. Misconceptions and Problem-Solving), suggesting that undergraduates’ research conceptions evolve as they progress through the curriculum. Theoretical and practical implications of the findings are discussed

Higher education · Mathematics education · Pedagogy · Political science · Sociology · Evaluation and Performance Assessment · Evaluation of Teaching Practices · Innovative Teaching and Learning Methods · Psychology

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