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

Anna Wilson, Susan Howitt, Pamela Roberts, Gerlese Akerlind, Kate Wilson

    Research output: Contribution to journalArticle

    6 Citations (Scopus)

    Abstract

    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
    Original languageEnglish
    Pages (from-to)1562-1576
    Number of pages15
    JournalStudies in Higher Education
    Volume38
    Issue number10
    DOIs
    Publication statusPublished - 2013

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    Wilson, Anna ; Howitt, Susan ; Roberts, Pamela ; Akerlind, Gerlese ; Wilson, Kate. / Connecting expectations and experiences of students in a research-immersive degree. In: Studies in Higher Education. 2013 ; Vol. 38, No. 10. pp. 1562-1576.
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    abstract = "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",
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    Wilson, A, Howitt, S, Roberts, P, Akerlind, G & Wilson, K 2013, 'Connecting expectations and experiences of students in a research-immersive degree', Studies in Higher Education, vol. 38, no. 10, pp. 1562-1576. https://doi.org/10.1080/03075079.2011.633163

    Connecting expectations and experiences of students in a research-immersive degree. / Wilson, Anna; Howitt, Susan; Roberts, Pamela; Akerlind, Gerlese; Wilson, Kate.

    In: Studies in Higher Education, Vol. 38, No. 10, 2013, p. 1562-1576.

    Research output: Contribution to journalArticle

    TY - JOUR

    T1 - Connecting expectations and experiences of students in a research-immersive degree

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    AU - Howitt, Susan

    AU - Roberts, Pamela

    AU - Akerlind, Gerlese

    AU - Wilson, Kate

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    KW - research training

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