A Longitudinal Study of Engineering Students' Approaches to Their Studies

Autor/in	Jungert, Tomas
Titel	A Longitudinal Study of Engineering Students' Approaches to Their Studies
Quelle	In: Higher Education Research and Development, 27 (2008) 3, S.201-214 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
Schlagwörter	Study Habits; Student Attitudes; Masters Programs; Engineering Education; Graduate Students; Longitudinal Studies; Study Skills; Interviews; Educational Environment; Student Adjustment; Teacher Student Relationship; Interaction; Peer Relationship; Cooperation; Foreign Countries; Student Role; Course Evaluation; Sweden + Suchen Sie Ihr Suchwort? Study behavior; Study behaviour; Studienverhalten; Schülerverhalten; Magister course; Magisterstudiengang; Ingenieurausbildung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Studientechnik; Interviewing; Interviewtechnik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Adjustment; Schüler; Schülerin; Adaptation; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Peer-Beziehungen; Co-operation; Kooperation; Ausland; Schweden
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 program in Engineering were studied throughout their education by means of semi-structured in-depth interviews, which were analyzed 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 program, 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 program. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10