Independent inquiry and the undergraduate dissertation: perceptions and experiences of final‐year social science students

Todd, Malcolm J.; Bannister, Phil; Clegg, Sue

doi:10.1080/0260293042000188285

Cited by 136 publications

(154 citation statements)

References 10 publications

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“…Todd's et al (2004) study illustrates the problems that students encountered moving from the guided learning within modules to the independence of a dissertation. They argue that whilst students appreciated the autonomy and authenticity, they struggled with aspects such as uncertainty and time management.…”

Section: Teaching and Learning Sensitive Issuesmentioning

confidence: 99%

“…They argue that whilst students appreciated the autonomy and authenticity, they struggled with aspects such as uncertainty and time management. Hence it could be argued that both Willcoxson et al (2011) andTodd's et al (2004) studies indicate that an emotional response to greater expectations during the degree was an issue. However, not all studies have found similar issues.…”

Section: Teaching and Learning Sensitive Issuesmentioning

confidence: 99%

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Lessening sensitivity: student experiences of teaching and learning sensitive issues

Lowe

2014

Teaching in Higher Education

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Despite growing interest in learning and teaching as emotional activities, there is still very little research on experiences of sensitive issues. Using qualitative data from students from a range of social science disciplines, this study investigates student's experiences. The paper highlights how although they found it difficult and distressing at times, the students all valued being able to explore sensitive issues during their studies. The paper argues that it is though repeated exposure to sensitive issues within the classroom that the students became more comfortable with the issues.This process of lessening sensitivity is an important part of the journey through higher education. It will argue that good student experiences need not always be positive emotions.

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Section: Teaching and Learning Sensitive Issuesmentioning

confidence: 99%

Section: Teaching and Learning Sensitive Issuesmentioning

confidence: 99%

Lessening sensitivity: student experiences of teaching and learning sensitive issues

Lowe

2014

Teaching in Higher Education

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“…This is a failure in the teaching of computing and should be straightforward to reconcile. For many final year projects across various disciplines and universities students do not appear to have been adequately prepared [7]. Emphasis on software process is needed during course design so that students can better appreciate its role during project execution.…”

Section: Solutionsmentioning

confidence: 99%

The Undergraduate Capstone Computing Project Experience

McFall¹

2015

IJCDSE

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“…While these projects may vary greatly in scope and nature (e.g., requiring a large-scale written assignment such as a dissertation or extended essay or the design and production of some type of artifact) must share a number of key characteristics (Todd, Bannister & Clegg, 2004).…”

Section: The Definition Of the Final Year Project (Fyp)mentioning

confidence: 99%

Evaluation Tools in the European Higher Education Area (EHEA): an assessment for evaluating the competences of the Final Year Project in the social sciences

Mateo

Escofet

Olmo

et al. 2012

Euro J of Education

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The guidelines of the European Higher Education Area (EHEA) imply the rethinking of many of the current evaluation systems, since the new pedagogical models now focus on the learning acquired through the students' personal work and on the establishment of the ideal conditions for them to achieve the learning outcomes of the proposed educational objectives. In this context, it has been a standard practice in the last years for social science undegradutate programmes to incorporate at least one major assessment exercise in the final (fourth) year of studies in the form of a project. This Final Year Project introduces a new problem‐solving situation in undergraduate programmes and students must use their initiative to identify the research problems, decide on the information they need and how to obtain it, use the collected information to solve the research problems and present the results in an adequate way. This article presents an efficient and objective guide for the assessment process of the Final Year Project (FYP) in social sciences which can easily be customised for different social sciences curricula. More analytically, the guide which has been developed to help higher education institutions create their own FYP assessment systems starts with the definition of the final year project and the description of the structure that has to be followed for its realisation, continues with the analysis of its competences and their assessment, and ends with a proposal for implementation of the assessment procedure and the role of the evaluation agents.

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Independent inquiry and the undergraduate dissertation: perceptions and experiences of final‐year social science students

Cited by 136 publications

References 10 publications

Lessening sensitivity: student experiences of teaching and learning sensitive issues

Lessening sensitivity: student experiences of teaching and learning sensitive issues

The Undergraduate Capstone Computing Project Experience

Evaluation Tools in the European Higher Education Area (EHEA): an assessment for evaluating the competences of the Final Year Project in the social sciences

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