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    An investigation of the impact of research-led education on student learning and understandings of research

    168762_42286_JUTLP_Article.pdf (162.8Kb)
    Access Status
    Open access
    Authors
    Jiang, Fuming
    Roberts, P.
    Date
    2011
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Jiang, Fuming and Roberts, Pamela J. 2011. An investigation of the impact of research-led education on student learning and understandings of research. Journal of University Teaching and Learning Practice. 8 (2): pp. 1-14.
    Source Title
    Journal of University Teaching and Learning Practice
    Additional URLs
    http://ro.uow.edu.au/jutlp/vol8/iss2/4
    ISSN
    1449-9789
    School
    School of Management
    URI
    http://hdl.handle.net/20.500.11937/14533
    Collection
    • Curtin Research Publications
    Abstract

    This study investigated the impact of two approaches to research-led education on students’ learning and their understandings of research in the context of two university courses in international business involving third year undergraduate and graduate students. One approach involved the lecturer using his research as the basis for a case-study assignment involving an intercultural business negotiation. In the second approach students conducted a research project in which they reviewed the academic literature to identify practical implications for business and theoretical gaps as the basis for future research. A questionnaire was used to explore students’ perceptions of the impacts on their learning and understandings of research. Students’ understandings of research were most informed by the research based learning project which was presented to them as an experience of doing research. Students valued the lecturer using his research in the course because of his enthusiasm and his expertise and mentoring in doing research. However many students developed only limited understandings of research in the subject area, despite their direct experience of the lecturers’ research. The implications for the design of research-led education approaches are explored.

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