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

TitleExploring the variation in first year undergraduates’ induction into their academic disciplines
Authors
KeywordsFirst year undergraduates
Induction
Academic discipline
Qualitative variation
Issue Date2011
PublisherGeorgia Southern University, Center for Excellence in Teaching. The Journal's web site is located at http://academics.georgiasouthern.edu/ijsotl/
Citation
International Journal for the Scholarship of Teaching & Learning, 2011, v. 5 n. 1, article no. 13 How to Cite?
AbstractThis 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.
Persistent Identifierhttp://hdl.handle.net/10722/197259
ISSN

 

DC FieldValueLanguage
dc.contributor.authorYang, Men_US
dc.contributor.authorWebster, BJen_US
dc.contributor.authorProsser, MTen_US
dc.date.accessioned2014-05-23T02:30:29Z-
dc.date.available2014-05-23T02:30:29Z-
dc.date.issued2011en_US
dc.identifier.citationInternational Journal for the Scholarship of Teaching & Learning, 2011, v. 5 n. 1, article no. 13en_US
dc.identifier.issn1931-4744-
dc.identifier.urihttp://hdl.handle.net/10722/197259-
dc.description.abstractThis 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.-
dc.languageengen_US
dc.publisherGeorgia Southern University, Center for Excellence in Teaching. The Journal's web site is located at http://academics.georgiasouthern.edu/ijsotl/-
dc.relation.ispartofInternational Journal for the Scholarship of Teaching & Learningen_US
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectFirst year undergraduates-
dc.subjectInduction-
dc.subjectAcademic discipline-
dc.subjectQualitative variation-
dc.titleExploring the variation in first year undergraduates’ induction into their academic disciplinesen_US
dc.typeArticleen_US
dc.identifier.emailYang, M: myangmin@hku.hken_US
dc.identifier.emailWebster, BJ: bwebster@hkucc.hku.hken_US
dc.identifier.emailProsser, MT: mprosser@hku.hken_US
dc.identifier.authorityYang, M=rp00979en_US
dc.identifier.authorityWebster, BJ=rp00969en_US
dc.identifier.authorityProsser, MT=rp00952en_US
dc.description.naturepublished_or_final_version-
dc.identifier.hkuros183756en_US
dc.identifier.volume5en_US
dc.identifier.issue1en_US
dc.publisher.placeUnited Statesen_US

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