Student perceptions of communication skills in undergraduate science at an Australian research-intensive university

Mercer-Mapstone, LD; Matthews, KE

Student perceptions of communication skills in undergraduate science at an Australian research-intensive university

Mercer-Mapstone, LD Matthews, KE

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Publisher:: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Publication Type:: Journal Article
Citation:: Assessment and Evaluation in Higher Education, 2017, 42, (1), pp. 98-114
Issue Date:: 2017-01-02

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Field	Value	Language
dc.contributor.author	Mercer-Mapstone, LD
dc.contributor.author	Matthews, KE
dc.date.accessioned	2022-10-25T03:34:59Z
dc.date.available	2022-10-25T03:34:59Z
dc.date.issued	2017-01-02
dc.identifier.citation	Assessment and Evaluation in Higher Education, 2017, 42, (1), pp. 98-114
dc.identifier.issn	0260-2938
dc.identifier.issn	1469-297X
dc.identifier.uri	http://hdl.handle.net/10453/162677
dc.description.abstract	Higher education institutions globally are acknowledging the need to teach communication skills. This study used the Science Student Skills Inventory to gain insight into how science students perceive the development of communication skills across the degree programme. Responses were obtained from 635 undergraduate students enrolled in a Bachelor of Science at an Australian research-intensive university. Students rated their perceptions of two communication skills, scientific writing and oral scientific communication, across the following indicators: importance of, and improvement in, developing communication skills; the extent to which communication skills were included and assessed in the degree; confidence in using communication skills; and belief of future use of communication skills. While the majority of students perceived both communication skills to be important and of use in the future, their perceptions of the extent to which those skills were included and assessed were less, with oral communication being included and assessed less than scientific writing skills. Significant differences among year levels were discerned for most indicators, signifying a lack of coherent opportunities for students to learn and develop these skills across year levels. Results are discussed through the lens of progressive development of complex learning outcomes, with suggested areas for curriculum development and future research.
dc.language	English
dc.publisher	ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
dc.relation.ispartof	Assessment and Evaluation in Higher Education
dc.relation.isbasedon	10.1080/02602938.2015.1084492
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	13 Education
dc.subject.classification	Education
dc.title	Student perceptions of communication skills in undergraduate science at an Australian research-intensive university
dc.type	Journal Article
utslib.citation.volume	42
utslib.for	13 Education
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Provost
utslib.copyright.status	closed_access	*
dc.date.updated	2022-10-25T03:34:58Z
pubs.issue	1
pubs.publication-status	Published
pubs.volume	42
utslib.citation.issue	1

Abstract:

Higher education institutions globally are acknowledging the need to teach communication skills. This study used the Science Student Skills Inventory to gain insight into how science students perceive the development of communication skills across the degree programme. Responses were obtained from 635 undergraduate students enrolled in a Bachelor of Science at an Australian research-intensive university. Students rated their perceptions of two communication skills, scientific writing and oral scientific communication, across the following indicators: importance of, and improvement in, developing communication skills; the extent to which communication skills were included and assessed in the degree; confidence in using communication skills; and belief of future use of communication skills. While the majority of students perceived both communication skills to be important and of use in the future, their perceptions of the extent to which those skills were included and assessed were less, with oral communication being included and assessed less than scientific writing skills. Significant differences among year levels were discerned for most indicators, signifying a lack of coherent opportunities for students to learn and develop these skills across year levels. Results are discussed through the lens of progressive development of complex learning outcomes, with suggested areas for curriculum development and future research.

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http://hdl.handle.net/10453/162677