University of Applied Sciences Students’ Engagement with Scientific Literature for Final Year Projects: An Exploratory Study

Abstract

Students at universities of applied sciences (UAS) tend to overlook the importance of using scientific literature in their final year projects (FYP), which could affect the quality of their research. This paper explores how UAS students use scientific publications and theories/research frameworks for empirical research in their FYPs. Data were collected from 1) questionnaire completed by 31 final-year and recently graduated students, and 31 academic supervisors and Research Methods teachers, and 2) evaluation of 18 FYPs in an international UAS in the Netherlands. The samples were randomly selected from the university’s formal database (i.e., sampling frame). The analysis of the data led to the discovery of some key factors, such as lack of knowledge in selecting literature, inability to conduct an effective literature review and inability to develop a suitable conceptual/theoretical framework, which hindered the engagement of UAS students with scientific literature. Students’ lack of knowledge in conducting a literature review limited the quality of their final year projects and they need specialized workshops to develop their skills in literature research and critical analysis.

Learning-outcomes-based assessments at universities of applied sciences in the Netherlands: perceptions of business lecturers

“…As we considered the literature around assessment and feedback, we recognised how our own institution's policies and procedures were informed by this literature and the recommendations of the 2011 report (Rauf et al, 2021). However, we were less certain about the extent to which the principles of learning-outcomes-based assessment, constructive alignment and a consideration of the quality of different assessment types were viewed by those directly involved in the design and marking of student assessments.…”