Students' Ways of Experiencing Writing a Bachelor's Thesis: A Phenomenographic Interview Study

Autor/inn/en	Henttonen, Ani; Ahlberg, Kristina; Scheja, Max; Fossum, Bjöörn; Westerbotn, Margareta
Titel	Students' Ways of Experiencing Writing a Bachelor's Thesis: A Phenomenographic Interview Study
Quelle	In: Higher Education Research and Development, 42 (2023) 7, S.1640-1653 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Henttonen, Ani) ORCID (Scheja, Max) ORCID (Fossum, Bjöörn) ORCID (Westerbotn, Margareta)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2023.2174085
Schlagwörter	Undergraduate Students; Theses; Student Attitudes; Nursing Students; Nursing Education; Student Research; Student Projects; Writing Attitudes; Research Skills; Writing Skills; Cooperative Learning + Suchen Sie Ihr Suchwort? These; Schülerverhalten; Pflegepädagogik; Studentenforschung; Schulprojekt; Forschungsleistung; Writing skill; Schreibfertigkeit; Kooperatives Lernen
Abstract	A bachelor's thesis can be characterized as a proof of basic research and a trajectory of academic writing. This study addresses students' ways of experiencing the writing process at the halfway stage, a stage that has been ignored in research. In a phenomenographic interview-study design, semi-structured interviews with 15 nursing students were carried out. A phenomenographic analysis of the data represents an outcome space with four categories of ways of experiencing writing: "A. Structure," "B. Comparison," "C. Shift," and "D. Relation." The categories of ways of experiencing the writing of a bachelor's thesis constitute a range of foci, from solitary writing and assurance of the textual structure to a shared understanding, discussion, and transformation. This study confirms that sharing the preparation of texts in groups at the halfway stage can promote academic and relational skills. Conclusions address the nature of academic writing at the halfway stage and discuss potential pedagogical implications of the transformation from writing for oneself to writing for others, across disciplines and beyond academic levels. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01