Factors influencing students’ perceptions of graduate attribute acquisition in a multidisciplinary honours track in a Dutch university

Jansen, Ellen; Suhre, Cor

doi:10.1080/07294360.2015.1024626

Cited by 12 publications

(11 citation statements)

References 37 publications

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“…This was associated with lack of home support by parents and collaboration with lecturers reducing one's motivation for learning immensely. These results are consistent with findings from studies conducted by Chau-Klu, Rudowicz, Graeme, Xiao Dong, and Kwan (2001); Jansen and Suhre (2015); Lederer, (2007). The studies confirmed that, personal motivation, family background and social class sometimes hindered the development of critical thinking of students during their training and at work.…”

Section: Discussion Of Findingssupporting

confidence: 82%

“…Brunt (2005) found that there is a relationship between application of critical thinking skills and academic success. Again, Jansen and Suhre (2015) found that students motivation, amount of teacher support in creative and critical thinking, and students' personal inclination to what they are learning provides a crucial role in develping critical thinking among college students.…”

Section: Related Workmentioning

confidence: 99%

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Critical Thinking among Post-Graduate Diploma in Education Students in Higher Education: Reality or Fuss?

Moeti

Mgawi²,

Moalosi³

2016

JEL

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Critical thinking is recognised as an influential attribute to achieve quality learning and teaching in higher education institutions world over. This interpretive research study explored the critical thinking among PGDE students at the University of Botswana. The aim of the study was to identify factors contributing to the application of critical thinking among teacher trainees. Data was collected from Cohort 2015/16 PGDE students, through one on one interview with 59 students and 2 focus group discussions comprising five students in each focus group between April to June 2016. The findings revealed that the teacher trainees had a lower description of critical thinking during interviews, but refined during focus group discussions; however, the students were wide aware of factors influencing their inabilities to think critically during their training. These finding clearly indicated that most students were not applying critical thinking during their training. Through the interviews and focus group discussion, the study also identified strategies to promote the application of critical thinking in areas of programme content, teaching and assessment methods and techniques, programme logistics and personal attributes. The findings are instrumental to various key stakeholders. Specifically, the findings inform education institutions, teacher educators and students on how to promote critical thinking during teacher training. The study was qualitative, as such the findings will not be generalised. As such a similar study is recommended among the PGDE and other students but using quantitative and or mixed methods to allow inferences and generalisations.

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Section: Discussion Of Findingssupporting

confidence: 82%

Section: Related Workmentioning

confidence: 99%

Critical Thinking among Post-Graduate Diploma in Education Students in Higher Education: Reality or Fuss?

Moeti

Mgawi²,

Moalosi³

2016

JEL

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“…This implies that when evaluating the programmes, a sole focus on academic achievement may provide an incomplete picture. Indeed, Jansen and Suhre (2015) showed that according to Dutch honours students, the honours programme contributed strongly to their skill development, especially to their research and communication skills. Additionally, Shushok (2003) reported larger self-perceived gains in liberal arts and sciences and technology in honours compared to non-honours students, but no difference in terms of self-reported gains in critical thinking and analytical skills.…”

Section: Effects Of Honours Educationmentioning

confidence: 99%

“…Allan (2011), for example, asked honours students in an interview to reflect on their past year in the programme. Jansen and Suhre (2015) applied a similar approach, using questionnaires to measure motivation and perceived graduate attributes of honours students retrospectively. Both studies concluded that students benefitted from the programmes.…”

Section: Effects Of Honours Educationmentioning

confidence: 99%

Effects of honours programme participation in higher education: a propensity score matching approach

Kool

Mainhard

Jaarsma

et al. 2017

Higher Education Research & Development

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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' selfperceived 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.ARTICLE HISTORY

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“…In an honours learning environment there is a broadening of cooperation in comparison with the student's own study programme, either in a multidisciplinary or an international context (Jansen & Suhre, 2015;Janssen, 2017;Veerman, Kingma, Van Alphen, Smits, & Jukema, 2017). Multidisciplinary connections are important to solve complex problems.…”

Section: Multidisciplinary Connectionsmentioning

confidence: 99%

The honours learning environment of Windesheim University of Applied Sciences

Kingma

Dommerholt²,

Rijsdijk

2017

JEHC

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This paper presents the application of theories and experiences in the day-to-day environment of honours education in a so-called honours learning environment. In 2009, Windesheim University of Applied Sciences (UAS) started with honours education. An important question from the start was: what characterizes the honours learning environment? Based on experience, knowledge exchange and input from theory, the honours learning environment was developed, which is the fundament of honours and talent development at Windesheim UAS. The eight characteristics are illustrated by animations and explanations based on scientific studies.

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Factors influencing students’ perceptions of graduate attribute acquisition in a multidisciplinary honours track in a Dutch university

Cited by 12 publications

References 37 publications

Critical Thinking among Post-Graduate Diploma in Education Students in Higher Education: Reality or Fuss?

Critical Thinking among Post-Graduate Diploma in Education Students in Higher Education: Reality or Fuss?

Effects of honours programme participation in higher education: a propensity score matching approach

The honours learning environment of Windesheim University of Applied Sciences

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