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STUDENTS' LIVED EXPERIENCES OF FORMULATING A RESEARCH PROJECT.

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Title: STUDENTS' LIVED EXPERIENCES OF FORMULATING A RESEARCH PROJECT.
Authors: Joorst, J.1
Source: South African Journal of Higher Education. Mar2026, Vol. 40 Issue 1, p97-114. 18p.
Subject Terms: *Research methodology, *Student development, *Psychology of students, *Graduate students, *Curriculum change, Research & development projects, Undergraduate education, Supervision
Geographic Terms: South Africa
Company/Entity: University of Stellenbosch
Abstract: Stellenbosch University aims to be a leading research-focused institution in Africa and a globally recognised hub for inclusivity and innovation by 2040. The university emphasises high-quality academic offerings, including Teaching, Learning, and Assessment (TLA) practices. This study focuses on Bachelor of Education Honours (B.Ed. Hons) students' experiences with an Introduction to Research Methods module, specifically on the formulation of research projects. This focus is important for research because the quality of students’ preparation and development at honours level influences these students’ throughput rates and overall preparedness for master’s and PhD studies. The data from semi-structured interviews revealed that despite different supervision approaches across two universities, students have similar challenges, but agentic capacities no less. The findings of the study offer insights for module redesign and postgraduate student success. [ABSTRACT FROM AUTHOR]
Copyright of South African Journal of Higher Education is the property of Sabinet Online Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: STUDENTS' LIVED EXPERIENCES OF FORMULATING A RESEARCH PROJECT.
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  Data: <searchLink fieldCode="JN" term="%22South+African+Journal+of+Higher+Education%22">South African Journal of Higher Education</searchLink>. Mar2026, Vol. 40 Issue 1, p97-114. 18p.
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  Data: *<searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+development%22">Student development</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychology+of+students%22">Psychology of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Graduate+students%22">Graduate students</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+change%22">Curriculum change</searchLink><br /><searchLink fieldCode="DE" term="%22Research+%26+development+projects%22">Research & development projects</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+education%22">Undergraduate education</searchLink><br /><searchLink fieldCode="DE" term="%22Supervision%22">Supervision</searchLink>
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  Data: Stellenbosch University aims to be a leading research-focused institution in Africa and a globally recognised hub for inclusivity and innovation by 2040. The university emphasises high-quality academic offerings, including Teaching, Learning, and Assessment (TLA) practices. This study focuses on Bachelor of Education Honours (B.Ed. Hons) students' experiences with an Introduction to Research Methods module, specifically on the formulation of research projects. This focus is important for research because the quality of students’ preparation and development at honours level influences these students’ throughput rates and overall preparedness for master’s and PhD studies. The data from semi-structured interviews revealed that despite different supervision approaches across two universities, students have similar challenges, but agentic capacities no less. The findings of the study offer insights for module redesign and postgraduate student success. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of South African Journal of Higher Education is the property of Sabinet Online Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=192831672
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        Value: 10.20853/40-1-6606
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      – Code: eng
        Text: English
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      – SubjectFull: Research methodology
        Type: general
      – SubjectFull: Student development
        Type: general
      – SubjectFull: Psychology of students
        Type: general
      – SubjectFull: Graduate students
        Type: general
      – SubjectFull: Curriculum change
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      – SubjectFull: Research & development projects
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      – SubjectFull: Undergraduate education
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      – SubjectFull: Supervision
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      – SubjectFull: South Africa
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      – SubjectFull: University of Stellenbosch
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      – TitleFull: STUDENTS' LIVED EXPERIENCES OF FORMULATING A RESEARCH PROJECT.
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              M: 03
              Text: Mar2026
              Type: published
              Y: 2026
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