Researcher development
The impact of undergraduate research opportunity programmes on students in the UK
Bibliographic Data
| ID | 4097794 |
|---|---|
| Authors | Joanna John (0000-0002-8048-9824, University of Reading), John Creighton (0000-0002-4608-9202, University of Reading, corresponding author) |
| Year | 2011 |
| Volume | 36 |
| Issue | 7 |
| Pages | 781-797 |
| Publication date | 2011-11-01 |
| 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 | 10.1080/03075071003777708 |
| OpenAlex | W2046456698 |
| Language | EN |
| Citations received | 12 |
| References cited | 9 |
Undergraduate research opportunity programmes (UROP) are common in North America where research has confirmed their benefits. These schemes are gaining ground in the UK, and this article provides evidence for how UK students are benefiting from the experience. Results suggest UROP makes a significant contribution to the research capabilities and confidence of participating students, boosting their understanding of both research and their own subjects. Whilst offering considerable benefits to student learning, there is no evidence that UROP schemes on their current small scale attract additional students to postgraduate research, since the majority that participate are already interested in postgraduate study. However, at an individual level, most students report increased confidence and appreciation of the realities of the research process, and desire to progress on to postgraduate study following the placement, indicating that schemes may have the potential to cultivate new research confidence and interest if expanded
Higher education · Library science · Medical education · Pedagogy · Political science · Research council · Sociology · Undergraduate research · Career Development and Diversity · Evaluation of Teaching Practices · Higher Education Research Studies · Medicine · Psychology
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The research/teaching nexus in sociology
Research-based learning in a transversal Entrepreneurship and Innovation undergraduate course
Democratising the Learning Process
How the doctorate contributes to the formation of active researchers
Is research-based learning effective? Evidence from a pre-post analysis in the social sciences
Participatory action research experiences for undergraduates
The teaching-research gestalt
| Unique citing works | 12 |
|---|---|
| Citations per year | 0.92 |
| Citation span | 2013 - 2026 (14) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 11 |