Doreen Vikashni Chandra, PhD

Series: University Teaching and Faculty Development; Education in a Competitive and Globalizing World
BISAC: EDU001030; EDU034000; EDU037000
DOI: 10.52305/PEWS4301

“At a time when the desired purposes and outcomes of a university education are under consideration due to a fluid job market and large challenges, such as climate change, Dr Chandra’s book is timely in focusing on how students attain critical analysis skills from research experiences. Her rigorous and robust treatment of the data she collected provides an accessible lens through which to see how undergraduates interact, or not, with research within a university context. As a faculty member who works with colleagues on their teaching practices, this book will be useful in how we think about engaging our students with research.” – Billy Osteen, Associate Professor, Director of the UC Community Engagement Research Lab, Faculty of Education, University of Canterbury, Christchurch, New Zealand 

“Dr. Chandra is to be congratulated on the depth and detail of her PhD research, which is fully reported in this book. Doreen has analyzed and discussed both quantitative and qualitative findings in response to the important research questions as to how undergraduate university students perceive, engage in and develop research skills as they progress through their university degree. This book should be of interest to undergraduate program developers who would like to support and foster student interest, motivation, engagement in, and efficacy for, research.” – Dr. Veronica O’Toole, Senior Lecturer, School of Educational Studies and Leadership, Faculty of Education, University of Canterbury, Christchurch, New Zealand

Are universities producing graduates that are employable and possess the required knowledge, skills, and attributes to be lifelong learners and global citizens? Research into graduate outcomes through undergraduate research is a little over two decades old and there is much-needed research and development by universities in improving the graduate profile outcomes for undergraduate students so that graduates are ready for the changing future career demands as well as participation in postgraduate studies by research.

This book investigates undergraduate students’ perceptions and experiences of research in their programmes of study. It offers a conceptual framework for understanding undergraduate students’ research learning experiences in New Zealand and suggests good research teaching and learning practices for universities that aim to support undergraduate students’ confidence and competence in research.

It is time to call for a re-contextualization of undergraduate research teaching and learning in New Zealand research universities by re-negotiating the balance between the value of research and the value of employability skills and its impact on future graduates, preparation, and readiness for higher education and employability.

The refocus on undergraduate research in New Zealand by universities and higher education institutions is pivotal and should be actioned with urgency. This resource is designed to inform: the strategic direction for universities in Australasia when enhancing undergraduate research in the present state; for government policy decisions on university funding; standard-setting bodies on qualification standards; for researchers and academics on student expectations for the teaching of research in undergraduate programmes.

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