A Comparison of Tutor and Student Conceptions of Undergraduate Research Project Work

Abstract

Tutor and student conceptions of undergraduate research project work were evaluated following the distribution of questionnaires to 85 members of academic staff and 136 final‐year (honours) students in the Schools of Biology and Biochemistry and Biomedical Sciences, Queen's University of Belfast (QUB). The percentage of individuals submitting a return was 52% for staff and 38% for students. The issues considered included: (1) types and purpose of honours projects, (2) roles and responsibilities of supervisors (staff) and students, and (3) assessment and feedback. The results revealed a diversity of opinion among both staff and students about the various issues surrounding this complex learning exercise. To remedy this situation and to enhance student learning it is essential to establish a climate of open dialogue between staff and students, to share learning conceptions and to ensure that the assessment of any learning task is commensurate with the aims, objectives and learning outcomes.

Additional information

Notes on contributors

L. A. J. Stefani

LORRAINE STEFANI, formerly a Lecturer in the School of Biology and Biochemistry, The Queen's University of Belfast, is currently a Senior Lecturer in the Centre for Academic Practice, University of Strathclyde.

D. J. A. Heylings

DAVID HEYLINGS is a Lecturer in the School of Biomedical Sciences, The Queen's University of Belfast.

A. C. Butcher

VICKI TARIQ and TONY BUTCHER are Lecturers in the School of Biology and Biochemistry, The Queen's University of Belfast.