|Appears in Collections:||Faculty of Social Sciences Journal Articles|
|Peer Review Status:||Refereed|
|Title:||Academics' perceptions of the purpose of undergraduate research experiences in a research-intensive degree|
undergraduate research experiences
|Citation:||Wilson A, Howitt S, Wilson K & Roberts P (2012) Academics' perceptions of the purpose of undergraduate research experiences in a research-intensive degree. Studies in Higher Education, 37 (5), pp. 513-526. https://doi.org/10.1080/03075079.2010.527933.|
|Abstract:||The inclusion of research experiences as core components of undergraduate curricula implies that students will be exposed to and situated within the research activities of their university. Such experiences thus provide a new prism through which to view the relations between teaching, research and learning. The intentions and actions of academics supervising these activities will be strongly influenced by their beliefs regarding the nature of research, and the relation between research and learning in the undergraduate context. Surveys of academics supervising such experiences reveal a range of intentions, only some of which address the higher order and critical thinking skills associated with research or independent learning. This may indicate a lack of deep reflection on the purpose of exposing undergraduates to research, but may also be due to the predominance of a hierarchical view of the process by which one makes the transition from student to researcher.|
|Rights:||The publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.|
|Wilson_Studies_in_Higher_Education_2012.pdf||Fulltext - Published Version||245.42 kB||Adobe PDF||Under Permanent Embargo Request a copy|
Note: If any of the files in this item are currently embargoed, you can request a copy directly from the author by clicking the padlock icon above. However, this facility is dependent on the depositor still being contactable at their original email address.
This item is protected by original copyright
If you believe that any material held in STORRE infringes copyright, please contact firstname.lastname@example.org providing details and we will remove the Work from public display in STORRE and investigate your claim.