eCite Digital Repository

Exploring the variation in first year undergraduates’ induction into their academic disciplines

Citation

Yang, M and Webster, B and Prosser, M, Exploring the variation in first year undergraduates' induction into their academic disciplines, International Journal for the Scholarship of Teaching and Learning, 5, (1) Article 13. ISSN 1931-4744 (2011) [Refereed Article]


Preview
PDF
1Mb
  

Copyright Statement

Licensed under Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) https://creativecommons.org/licenses/by-nc-nd/4.0/

DOI: doi:10.20429/ijsotl.2011.050113

Abstract

This study explored qualitative variation in first year undergraduates’ induction into the discipline in four dimensions: (1) induction into disciplinary knowledge, (2) induction into disciplinary research, (3) integration of learning from different courses, and (4) induction into disciplinary skills. Data were drawn from focus groups with students from different disciplines at a university in Hong Kong. Phenomenographic analysis identified four categories about induction into disciplinary knowledge and disciplinary research, and three categories regarding integration of learning. The categories were described in terms of the referential (aspects of the dimension discerned by students) and structural components (how students explained the aspects). A comparison of the categories revealed a hierarchical relationship among them. Content analysis showed cognitive skills, professional skills and study skills to be the important disciplinary skills for the students. Students’ varying conceptions of problem-solving and critical thinking skills implied qualitative differences in understanding about the nature of disciplinary problems.

Item Details

Item Type:Refereed Article
Keywords:first year experience
Research Division:Education
Research Group:Education Systems
Research Field:Higher Education
Objective Division:Education and Training
Objective Group:Teaching and Instruction
Objective Field:Pedagogy
Author:Prosser, M (Professor Michael Prosser)
ID Code:122654
Year Published:2011
Deposited By:Office of the Faculty of Education
Deposited On:2017-11-21
Last Modified:2017-12-12
Downloads:24 View Download Statistics

Repository Staff Only: item control page