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Entry to Study Expectations of Science, Technology, Engineering and Mathematics Postgraduate Taught Students

Morgan, M; Direito, I; (2016) Entry to Study Expectations of Science, Technology, Engineering and Mathematics Postgraduate Taught Students. Procedia - Social and Behavioral Sciences , 228 (C) pp. 561-566. 10.1016/j.sbspro.2016.07.086. Green open access

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Abstract

There is extensive knowledge of learning and teaching behaviour and practice at undergraduate level, but limited, albeit increasing, of postgraduate taught study. The Postgraduate Experience Project (PEP) was one of 20 projects funded by the Higher Education Funding Council for England to explore ways of widening participation at postgraduate master's level. It was the largest consortium comprising of 11 universities across the UK (9 English, 1 Scottish and 1 Welsh). PEP assessed STEM postgraduate masters students’ learning and teaching experiences and expectations through an online survey during Induction period (Entry to Study survey). The survey explored students’ experiences of previous learning and teaching methods, their understanding of academic feedback and their preferences, as well as their expectation of learning at postgraduate taught level (PGT). This paper presents different student's experiences and expectations by groups such as gender and mode of study. The findings suggest that a ‘one size fits all’ learning and teaching approach to PGT students is not adequate to support the student experience due to the complexity and multiplicity of postgraduate the student's profile, background, needs and expectations.

Type: Article
Title: Entry to Study Expectations of Science, Technology, Engineering and Mathematics Postgraduate Taught Students
Open access status: An open access version is available from UCL Discovery
DOI: 10.1016/j.sbspro.2016.07.086
Publisher version: http://dx.doi.org/10.1016/j.sbspro.2016.07.086
Language: English
Additional information: © 2016 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).
Keywords: Postgraduate taught study; entry to study expectation; STEM; learning and teaching; government funded research
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > UCL BEAMS
UCL > Provost and Vice Provost Offices > UCL BEAMS > Faculty of Engineering Science
UCL > Provost and Vice Provost Offices > UCL BEAMS > Faculty of Engineering Science > Engineering Science Faculty Office
URI: https://discovery.ucl.ac.uk/id/eprint/1545200
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