Abstract
The research-teaching nexus is an important factor in the enhancement of the quality of teaching and learning in higher education institutions. The purpose of the study was to explore undergraduate students’ awareness and experiences of research in one faculty at Sohar University, Oman. Data were gathered from 240 undergraduate students using an online survey. Overall, results indicated that while there was good evidence of students’ awareness and experiences of research, less than half of the students in the sample were aware of or had experienced important research activities. Some students reported advantages arising from their participation in research—including developing research skills and gaining new knowledge. They also reported the need for more hands-on research experience and instructor support. Some findings were generally consistent with the literature on students’ awareness and experiences of research. The study provided important implications for the research-teaching nexus at Sohar University.
Highlights
IntroductionThe link between research and teaching has been a topic of international interest in higher education institutions
For several decades, the link between research and teaching has been a topic of international interest in higher education institutions
The overall findings of the study showed that students were aware of a wide range of research activities—including research seminars/conferences, academic staff/areas with a national and international reputation, research outputs produced by Sohar University (SU) staff, and student research groups
Summary
The link between research and teaching has been a topic of international interest in higher education institutions. Healey and Jenkins (2009) argued that undergraduate students face what appears to be an uncertain future. They acknowledged that higher education institutions need to support student learning through a variety of ways in research and inquiry. Studies on undergraduate students‘ experiences of research showed that students generally value research and proximity to a research community but, in practice, feel excluded from research activities (Healey et al, 2010; Jenkins et al, 1998; Robertson & Blackler, 2006; Zamorski, 2002). Spronken-Smith et al (2014) found that first-year students have lower levels of awareness of research and fewer opportunities to engage in research compared to senior students. Levy and Petrulis (2012) argued that first-year undergraduate students need a lot of guidance and formative feedback on carrying out inquiry and research
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