When academics integrate research skill development in the curriculum

Printer-friendly versionPrinter-friendly version

Permanent URL for this page: http://hdl.voced.edu.au/10707/237882.


Author: Willison, John

Abstract:

This study considered outcomes when 27 academics explicitly developed and assessed student research skills in 28 regular (non-research methods) semester-length courses. These courses ranged from small (n = 17) to medium-large (n = 222) and included those from first year to masters in business, engineering, health science, humanities and science, across five universities in three Australian cities. The two-year study used three data sets to determine the outcomes of development and assessment initiatives: student pre- (n = 779) and post-questionnaires (n = 601), interviews with students (n = 46) one year after completing a course that developed research skills and interviews with academics (n = 17) involved in developing and assessing student research skills. These multiple sources provided evidence that students developed a variety of discipline-specific research skills and that these skills were useful for subsequent studies and especially for employment. Academics indicated that the process of making explicit the development of student research skills led to enhancement of their teaching, helping the academics to clarify major course purposes as well as enabling them to provide more substantial feedback to students than in the past. Academics also indicated that this teaching process changed their understanding of disciplinary research and, for some, even suggested new directions in their research.

Published abstract reprinted by permission of the copyright owner.

  [-] Show less

This study considered outcomes when 27 academics explicitly developed and assessed student research skills in 28 regular (non-research methods) semester-length courses. These courses ranged from small (n = 17) to medium-large (n = 222) and included those from first year to masters in business, engineering, health science, humanities and science, across five universities in three Australian cities. The two-year study used three data sets to determine the outcomes of development and assessment initiatives: student pre- (n = 779) and post-questionnaires (n = 601), interviews with students ...  [+] Show more

Subjects: Higher education; Teaching and learning; Research; Skills and knowledge; Employment

Keywords: Curriculum; Curriculum development; Skill development; Employability

Geographic subjects: Australia; Oceania

Published: Abingdon, England: Taylor and Francis, 2012

Access item:
Request Item from NCVER
Publisher or alternative source

Journal title: Higher education research and development

Journal volume : 31

Journal number: 6

Journal date: December 2012

Pages: pp. 905-919

ISSN: 0729-4360; 1469-8366 (online)

Statement of responsibility: J. W. Willison

Resource type: Article

Peer reviewed: Yes

Call Number:
TD/TNC 111.74



NCVER Author-Date style

 
Citation only
Full record
End Note
Plain Text
Rich Text
MS Word
 
 

 

Download