Challenges and barriers to implementing research-based experiences for undergraduates at Macquarie University

Abstract

Executive Summary In a university that aspires to offer transformative experiences that change the lives of students, and that desires to promote enquiry-driven learning (Framing of Futures), it is important that attention be given to factors that facilitate and factors that hinder development of research-based experiences for students. Twenty semi-structured interviews were conducted with Macquarie University academics from all Faculties and a range of academic levels who had an interest in, and/or a formal role, to develop undergraduate research. Academics were asked about perceived constraints and enablements in implementing research and inquiry based learning, the actions taken, academics research practice in their department and its influence on the curriculum. They were also asked to define undergraduate research and to provide examples. Key perceived constraints were a number of institutional policies and structures, academics’ mindsets and lack of skills, and questions of time and money. Participants also mentioned issues of communication, general points about academic working conditions and some also mentioned issues of student attitudes and competence. Key perceived enablements were the existence of facilitative institutional structures, professional learning to change mindsets and develop relevant skills, integrating undergraduate research with one’s own research, supportive people and engaged students. Academics defined undergraduate research in different ways. Different definitions appeared to lead to different practices and opportunities for further development. Some ways of defining undergraduate research precluded development. Forms of engagement in undergraduate research were identified from the definitions and examples given in the interviews. These range from basic undergraduate learning/competency to atomistic undergraduate research development (moving from individuate uncoordinated skills development, to coordinated skills development and research-based scholarly experience/tasters); to wholistic undergraduate research development (scholarly practice within courses and integration into the scholarly community).