A longitudinal study of engineering students' approaches to their studies.
(2008) In Higher Education Research and Development 27(3). p.201-214- Abstract
- This longitudinal study draws on data from a larger project and examines how students' perceptions of their opportunities to influence their study environment may be enacted in approaches aimed at influencing their studies, and whether this changes during the course of their studies. Ten students from a 4.5-year Master's programme in Engineering were studied throughout their education by means of semi-structured in-depth interviews, which were analysed thematically. The results indicate that students' perceptions of their study environment were enacted in three approaches aimed at influencing their study environment: (i) to adapt to the environment and to study alone; (ii) to try to change the programme, to create an individual curriculum... (More)
- This longitudinal study draws on data from a larger project and examines how students' perceptions of their opportunities to influence their study environment may be enacted in approaches aimed at influencing their studies, and whether this changes during the course of their studies. Ten students from a 4.5-year Master's programme in Engineering were studied throughout their education by means of semi-structured in-depth interviews, which were analysed thematically. The results indicate that students' perceptions of their study environment were enacted in three approaches aimed at influencing their study environment: (i) to adapt to the environment and to study alone; (ii) to try to change the programme, to create an individual curriculum and to interact with teachers; and (iii) to cooperate with their peers. The thematic analysis suggests that students' perceptions of their study environment were enacted in the different approaches and that these changed along with external demands in the programme. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/7520513
- author
- Jungert, Tomas LU
- organization
- publishing date
- 2008
- type
- Contribution to journal
- publication status
- published
- subject
- in
- Higher Education Research and Development
- volume
- 27
- issue
- 3
- pages
- 201 - 214
- publisher
- Taylor & Francis
- external identifiers
-
- scopus:69249181124
- ISSN
- 0729-4360
- language
- English
- LU publication?
- yes
- id
- 5d51701f-8d6d-4668-8b7a-8559739f7e55 (old id 7520513)
- date added to LUP
- 2016-04-04 10:47:37
- date last changed
- 2022-03-15 22:16:17
@article{5d51701f-8d6d-4668-8b7a-8559739f7e55,
abstract = {{This longitudinal study draws on data from a larger project and examines how students' perceptions of their opportunities to influence their study environment may be enacted in approaches aimed at influencing their studies, and whether this changes during the course of their studies. Ten students from a 4.5-year Master's programme in Engineering were studied throughout their education by means of semi-structured in-depth interviews, which were analysed thematically. The results indicate that students' perceptions of their study environment were enacted in three approaches aimed at influencing their study environment: (i) to adapt to the environment and to study alone; (ii) to try to change the programme, to create an individual curriculum and to interact with teachers; and (iii) to cooperate with their peers. The thematic analysis suggests that students' perceptions of their study environment were enacted in the different approaches and that these changed along with external demands in the programme.}},
author = {{Jungert, Tomas}},
issn = {{0729-4360}},
language = {{eng}},
number = {{3}},
pages = {{201--214}},
publisher = {{Taylor & Francis}},
series = {{Higher Education Research and Development}},
title = {{A longitudinal study of engineering students' approaches to their studies.}},
volume = {{27}},
year = {{2008}},
}