Connecting expectations and experiences of students in a research-immersive degree
Bibliographic Data
| ID | 4096863 |
|---|---|
| Authors | Anna Wilson (0000-0002-5563-2318), A N Wilson (0000-0001-6928-1689, University of Canberra, corresponding author), 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) |
| Year | 2013 |
| Volume | 38 |
| Issue | 10 |
| Pages | 1562-1576 |
| Publication date | 2013-12-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2011.633163 |
| OpenAlex | W1979807322 |
| Language | EN |
| Citations received | 8 |
| References cited | 16 |
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
Quasi-Experimental and Crossover Design Methodology to Develop Undergraduate Research Competence
Undergraduate research experiences
Working on a digital research-based collaborative project in higher education
A fundamental misalignment
Assessing the unassessable
Research-based learning in a transversal Entrepreneurship and Innovation undergraduate course
Impact bias in student evaluations of higher education
The teaching-research gestalt
Research and Teaching
Benefits of Undergraduate Research Experiences
Developing views of nature of science in an authentic context
Establishing the benefits of research experiences for undergraduates in the sciences
Becoming a scientist
Academics' perceptions of the purpose of undergraduate research experiences in a research-intensive degree
| Unique citing works | 8 |
|---|---|
| Citations per year | 0,73 |
| Citation span | 2015 - 2025 (11) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 7 |