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A longitudinal study of engineering students' approaches to their studies.

Jungert, Tomas LU (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)
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author
organization
publishing date
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
2015-08-14 13:52:16
date last changed
2016-11-23 15:10:01
@misc{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    = {ARRAY(0x95f1788)},
  series       = {Higher Education Research and Development},
  title        = {A longitudinal study of engineering students' approaches to their studies.},
  volume       = {27},
  year         = {2008},
}