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1.
In this paper we examine variations in Honours programs in Australian universities and the consequences that this has for
students who wish to undertake higher degrees by research after their undergraduate programs have been successfully completed.
Our review of universities’ Honours programs across rural, regional, and urban Australia has indicated that there is a degree
of variation that is localised as far as each university is concerned, and that there is a lack of consistency in various
universities’ application of policies or procedures in the implementation of their Honours programs. We conclude by calling
for greater consistency across universities in Australia in the awarding of Honours, certainly, but also suggesting that a
review needs to be undertaken as part of national, systematic and orchestrated project. 相似文献
2.
The Honours undergraduate degree in Australia is unlike that in most other countries. It has taken on a particular significance
as a qualification, as a pathway to and a pre-requisite for direct entry into doctoral programs. This paper explores the outcomes
of a study that suggests that the aims, outcomes, curriculum, pedagogical practices, purposes and enrolment patterns of Honours
vary substantially across disciplines and university types. It addresses the questions about the diverse nature of Honours
programs and questions what this diversity means for Australian higher education in the context where global standardisation
of awards is rapidly occurring. Honours is seen variously as a qualification, an experience, or a program. These variations
are discussed and it is demonstrated that Honours globally has not one, but many meanings. These meanings are often poorly
understood within, and outside the academy. These multiple meanings create confusion about what Honours stands for and inhibit
communication about the role and purpose of Honours both within Australia and in a global context. 相似文献
3.
《Journal of Further & Higher Education》2012,36(4):545-560
Educational studies as a discipline is now a feature in many British universities, but little research has been undertaken to explore what kinds of student choose the subject, how easily they access it or how they fare as undergraduate students. This article attempts to address this paucity of research by drawing on a selection of findings from a study undertaken with undergraduate students between 2004 and 2007. The study tracks the progress of a single cohort of students, some from vocational backgrounds and some from traditional academic backgrounds, on a full-time, three-year BA Honours educational studies degree. The article initially provides a discussion relating to the historical place of educational studies as a subject for study at undergraduate level and suggests how this links to the British widening-participation agenda. This provides a context for the subsequent sections, which present a selection of findings from the three-year research project. The project was designed to explore the students’ experiences by asking which of them were accepted to undertake the degree by admissions staff, how they fared on the degree and, critically, whether their pre-entry qualifications had an impact on their progress and success. This article provides some answers to these questions which suggest that admissions staff are more cautious in accepting vocational entry qualifications, but that the nature of these has little bearing on ultimate success on the degree. It concludes by suggesting how this knowledge might impact on information for potential applicants and on the selection of students in the future. 相似文献
4.
Effects of honours programme participation in higher education: a propensity score matching approach
Ada Kool Tim Mainhard Debbie Jaarsma Peter van Beukelen Mieke Brekelmans 《高等教育研究与发展》2017,36(6):1222-1236
Honours programmes have become part of higher education systems around the globe, and an increasing number of students are enrolled in such programmes. So far, effects of these programmes are largely under-researched. Two gaps in previous research on the effects of such programmes were addressed: (1) most studies lack a comparable control group of students not enrolled in honours programmes and (2) few studies have longitudinally investigated effects of honours programmes on student characteristics other than academic achievement. By using propensity score matching, the current study investigated the effects of Dutch honours programmes on students’ ability, motivation, creativity and academic achievement. Students’ self-perceived ability, perseverance, mastery orientation, performance orientation, intellectual curiosity and self-efficacy, as well as students’ gender and study grades were used to match undergraduate honours students to non-honours students (N?=?94). Results showed no overall differences in ability, motivation and creativity halfway into the honours programme, although honours students seemed to slightly increase in intellectual curiosity, while non-honours students tended to decrease in mastery orientation. Outcomes of the study give rise to considerations about the role of honours programmes in curricula. 相似文献
5.
Ann Mitsis 《Teaching in Higher Education》2013,18(8):807-820
There are many challenges that undergraduate students face when studying an honours research degree. Honours programmes though traditionally considered within the business discipline as a loss leader, nevertheless, form a direct entry requirement for PhD programmes. The honours degree can be considered a formative research programme for student development. This paper specifically provides an outline of the honours degree's redevelopment and improved learning outcomes that were achieved and discusses the proposed PhD supervisory framework. The student benefits identified from the honours programme's redevelopment include a more sophisticated understanding of research paradigms; a faster cycle of learning and development, which resulted in lower student stress levels and better grades; and increases in both peer-reviewed co-authored publications and students transitioning to PhD. 相似文献
6.
Moragh Paxton 《Teaching in Higher Education》2013,18(1):53-64
The study described in this article sets out to understand the barriers and affordances to successful completion of the short research thesis required in many advanced undergraduate courses or Honours programmes. In the study, the genre features of students' research projects and the criteria used to assess them were analysed and both students and supervisors were interviewed. The article focuses on one particular student from the case study and the findings provide in-depth insights into the complexities of genre acquisition in one particular department at a South African university, where writing and knowledge of the genre are often not taught, but must be acquired through a form of apprenticeship. The article concludes by raising some questions about how research genres can best be mediated in developmental contexts, where the teaching of writing may not be valued. 相似文献
7.
Amar Khoukhi 《Journal of Science Education and Technology》2013,22(5):630-650
This paper presents a new approach to the Honours Undergraduate Research Course design and implementation. The course design process, assessment and evaluation rubrics are provided. Lessons learned and the experience of the faced challenges and opportunities for two cohort offerings of the course during the winter terms of 2011 and 2012 are highlighted. Assessments show that major benefits include increasing interaction with the faculty and increasing intellectual maturity, skills, knowledge and confidence for the students and for the faculty, the furthering of research projects by the participation of undergraduate students. The course can serve as a model that can be easily adapted for use across the disciplines of science, technology, engineering and mathematics. 相似文献
8.
This article reports on a case study of one New Zealand university faculty involved in the second phase of a three-phase study investigating the experiences of talented undergraduate students. Talented undergraduate students are a largely forgotten group in research. The current study sought to investigate who the talented students were, and then what their lived experiences as talented undergraduate students were. The study involved 128 undergraduate students who provided information about their experiences as high achieving students in an undergraduate degree program. Approximately 10% of all students enrolled across five different undergraduate degree programs in the faculty were defined as talented undergraduate students. These students were ethnically diverse and largely older than we had anticipated. The majority had not previously been identified as talented and many had been largely unsuccessful educationally, prior to embarking on their undergraduate studies. Several students experienced challenging personal circumstances, such as financial hardship and extensive family responsibilities. The grit or resilience demonstrated by these students seemed to explain the essence of the phenomenon of being a talented undergraduate student in this faculty. 相似文献
9.
This paper describes the development of an Assessment Guide for Honours projects in a wide range of sciences. The guide was intended to aid assessment of the projects, assist the Honours Board in classifying students, and make the criteria for assessment more public and explicit. A relatively simple analysis of the use of the guide by Supervisors and Assessors suggests that these aims are being realised. 相似文献
10.
Farshid Marbouti John Mendoza-Garcia Heidi A. Diefes-Dux Monica E. Cardella 《European Journal of Engineering Education》2019,44(1-2):179-195
ABSTRACTFeedback is an important part of design education. To better understand how feedback is provided to students on their engineering design work, we characterised and compared first-year engineering students’, undergraduate teaching assistants’, and educators’ written feedback on sample student design work. We created a coding scheme including two domains: Substance and Focus of feedback. Educators made more and longer comments than undergraduate teaching assistants, and undergraduate teaching assistants made more and longer comments than first-year students. The first-year students focused on giving specific directions in their feedback while educators and undergraduate teaching assistants asked thought-provoking questions. Students tended to make more comments about the ways that their peers had communicated their design work while educators and undergraduate teaching assistants made more comments about the design ideas presented in the sample work. This study offers implications for practice for supporting educators, undergraduate teaching assistants, and first-year engineering students to be able to provide feedback on design work. 相似文献
11.
张菁 《柳州职业技术学院学报》2014,(1):84-88,97
依据语言认知学理论,进行实证研究,探讨绕口令训练对非英语专业学生英语语音学习效果的有效性和实用性。并以此为启示,提出利用绕口令增加英语语音学习的趣味性和以学生为中心的教学策略,帮助学生改善在语音上的各种问题。 相似文献
12.
In higher education, despite the emphasis on student-centred pedagogical approaches, undergraduate research methods pedagogy remains surprisingly teacher-directed. Consequently, it may lead to research methods students assuming that becoming a researcher involves gathering information rather than it being a continuous developmental process. To combat this idea, a reflective student-centred pedagogical approach is evaluated for encouraging students’ development as researchers. In this study, undergraduate research methods students piloted a research method and produced a reflective essay of their research experience. Qualitative analysis of the students’ reflective essay demonstrated that students showed an awareness of both their research skills such as choosing an appropriate research instrument and their researcher identity such as the metacognition of their research competence. Pedagogical approaches that encourage ‘reflection on action’ in the research curriculum can, therefore, help students to articulate their researcher identity and build their research skills confidence and should be actively promoted. 相似文献
13.
Katy Joy 《Journal of Further & Higher Education》2018,42(7):953-968
This article sets out to examine the effectiveness of five different post-16 study pathways and the impact that spending time away from education has on gaining employment associated with an undergraduate degree. It also explores advice and guidance for students looking at post-16 study options, higher education and employment. An initial online survey was used, followed by case studies to form a mixed-method approach. The findings suggest that a vocational pathway better prepares students for making decisions around employment and study in comparison to the more traditional A Level pathway. They also highlight that a period of one to four years after finishing post-16 study and starting undergraduate degree study is the most effective for students to gain employment associated with their undergraduate degree. Finally, it was found that most participants did not have positive experiences with advice and guidance regardless of their pathway. 相似文献
14.
Shin-Yi Lee 《International Journal of Science and Mathematics Education》2016,14(4):701-717
The purpose of this study was to investigate the relationship between both 9th-grade and 1st-year undergraduate students’ use of “look back” strategies and problem solving performance in multiple solution methods, the difference in their use of look back strategies and problem solving performance in multiple solution methods, and the role of look back strategies in problem solving in multiple solution methods. Data for this study were comprised of 30 9th-grade and 30 1st-year undergraduate students’ problem solving scores in multiple solution methods and their think-aloud protocols. Based on and expanded from Polya’s (1973) ideas, “look back” in the present study means “examination of what was done or learned previously.” The results of this study indicated that both the 9th-grade and 1st-year undergraduate students who looked back more frequently tended to perform better in multiple solution methods, the 1st-year undergraduate students tended to look back more frequently and perform better than the 9th-grade students in multiple solution methods, and both the 9th-grade and 1st-year undergraduate students tended to review and to compare multiple solution methods in their use of look back strategies. 相似文献
15.
刘太甫 《黄冈职业技术学院学报》2014,(5):32-34
为了提升高职学生综合素质、增强其综合能力,应当发挥自考本科的优势,为高职学生提供更广阔的学习和发展空间,使之成为高素质的复合型人才。自考本科对提升高职学生综合素质的优势主要体现在四个方面：自考本科专业的自主选择,有利于增强学生的自主学习能力;自考本科学习方式的灵活多样,有利于提高学生的学习兴趣;自考本科双学历课程的攻读,有利于造就优秀的职业素质;参加学习自考本科的全过程,有利于培养学生独立学习的能力和毅力。 相似文献
16.
Torres Leonor L. Palhares José A. Afonso Almerindo J. 《Educational Assessment, Evaluation and Accountability》2019,31(2):155-175
Educational Assessment, Evaluation and Accountability - The mechanisms of academic distinction of the best students, such as the Honours Boards of Excellence and Value, emerge in Portuguese state... 相似文献
17.
Supporting undergraduate students with their academic literacies has recently been a major focus in higher education in the UK. This paper explores the value of tutor mediation in the context of academic writing development among undergraduate business studies students in open and distance learning, following the dynamic assessment (DA) approach that has been developed within Vygotskian sociocultural theory of learning (Vygotsky, 1978). DA is an assessment approach that blends instruction and assessment. The data, which came from a pilot study of a larger research project, consisted of text-based interaction between a tutor–researcher and two business studies students across various drafts of two assignments in line with the DA approach. This interaction was mediated by computers mainly through emails. The analyses of such interaction suggest that DA can help to identify and respond to the areas that students need the most support in (in this study, managing information flow). Finally, we argue that a learning theory-driven approach such as DA can contribute to undergraduate students’ academic writing development by responding to their individual needs. 相似文献
18.
This paper details a collaborative action research enquiry undertaken while both authors worked at the University of Glasgow. It explores the use of class debates as a teaching method in an International Management Honours course as the framing context for developing students' capacity to assess their own and each other's learning through the debates. In addition, issues of assessment for grading purposes are signalled and explored with the students. The collaborating partners in the study were a Management Studies lecturer and a Higher Education Studies lecturer, who worked together on the framework for the debates, reflected on the unfolding process together, and collected and analysed evidence. This case suggests that the debates enabled students to develop a critical view of the topics under discussion and to acquire a number of 'transferable skills', for example, team work. On peer grading, students were ambivalent. While self-and peer assessment appears to work well for formative purposes, summative peer assessment may not be welcomed by students. 相似文献
19.
高职院校的学生在认知情感、思维方式、分析问题解决问题的能力等方面都有着与普通本科院校学生不同的特点,对这些特点的分析和把握,更有利于引导和教育他们快速融入到会计专业的学习中。在教学实践中发现,升入本科的高职学生对专业的学习并非理想中的效果,他们的理解力、知识提升程度,以及论文写作是不能与本科院校的学生相提并论的。在此,将高职院校学生的特点与会计专业的学习结合起来进行分析,旨在解决高职院校学生和会计专业教师在学习和教学中遇到的难题。 相似文献