Collaborative student-faculty research to support PhD research education

Dyck, Mary J.; Novotny, Nancy L.; Blakeman, John R.; Bricker, Crystal; Farrow, Ashley; LoVerde, Janet A; Nielsen, Sandra; Johnson, Brenda P.

doi:10.1016/j.profnurs.2019.11.002

Cited by 6 publications

(2 citation statements)

References 12 publications

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“…Specifically, the results suggest benefits for CRP that are similar to previous studies. Hence, in both cases, we reported an increase in analytical thinking, understating of key concepts understanding, critical reasoning, knowledge application, management, group work capacity, networking, needs identification, communication skills, interculturality, and personal values (e.g., [5,9,28]).…”

Section: Discussionmentioning

confidence: 84%

Teaching Using Collaborative Research Projects: Experiences with Adult Learners in Distance Education

et al. 2021

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This research studies the acquisition and improvement of specific cognitive, functional, and social competencies of the students enrolled in a university module in which we applied Collaborative Research Project (CRP) strategy. The module was Research Methodology for a master’s degree in research in electrical engineering, electronics and industrial control given at the National Distance Education University (UNED) in Spain. This practice was applied to a research project in which the private sector was interested in. We have been aiming at increasing academia–industry interaction while promoting active learning; both are principles advocated by the European Higher Education Area (EHEA). Having applied this strategy, the module learning outcomes were evaluated following the guideline standards set by the National Agency for Quality Assessment of Universities (ANECA) of the Spanish Government. The results from this evaluation indicated that CRP, even when carried out by using distance learning, has encouraged the students’ interest in both research and the module. It has also fostered collaboration between students and lecturers while increasing their degree of satisfaction. We highlight the difficulties in merging all the outcomes from the students’ research as the main drawback.

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Section: Discussionmentioning

confidence: 84%

Teaching Using Collaborative Research Projects: Experiences with Adult Learners in Distance Education

et al. 2021

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“…Choosing a study program for them is a moment that determines the future in every phase of life. Study programs at the Faculty of Higher Education require study program students to complete the entire semester credit system including completing a final assignment or thesis (Boarin et al, 2020;Dyck et al, 2020). A final assignment Wahyudin Rahman / Obstacle Factors and Difficulty Factors for Students in Higher Education in Completing Final Assignments or thesis in higher education is a scientific work written by an undergraduate student that discusses a particular topic or field based on the results of a literature review written by experts, the results of field research, or the results of the development of previous research states that the definition of a final project or thesis is scientific work in a field of study created by undergraduate students at the end of their studies as a requirement for completing the study program (Miranda et al, 2021;Nind & Katramadou, 2023).…”

Section: Introductionmentioning

confidence: 99%

Obstacle Factors and Difficulty Factors for Students in Higher Education in Completing Final Assignments

Wahyudin Rahman,

Loso Judijanto,

Henny Sanulita

2024

JERE

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Procrastination often occurs in students in higher education. Facts in higher education in 2021-2022 from 27 students were found, and 22.22% of students had not taken part in a proposal seminar and had not completed a final assignment or thesis, 40.74% of students had attended a proposal seminar but had not completed a final assignment or thesis, and 37.03% of students had have attended a proposal seminar and have completed a final assignment or thesis. This problem is urgent to research because there is a gap between theory, expectations and reality on the ground. This research aims to analyze the factors that cause procrastination in students when completing their theses in higher education. The research method is mixed methods. The subjects were 50 students. Data collection techniques use questionnaires, interviews and direct observation of students. Analysis technique by collecting data, reducing and drawing conclusions. Data is depicted in diagrams, and the results of interviews and observations are interpreted. The results and research findings show that students working on their thesis have many difficulties caused by internal factors, namely self-control, self-efficacy, and lack of motivation. In the process of completing a final assignment or thesis, students are required to learn to motivate themselves, control themselves, and develop high self-efficacy so that students can focus more on completing their thesis.

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