Academic development strategies for undergraduate students Thesis Proposal

Academic development strategies for undergraduate students - Thesis Proposal Example Meanwhile, studies have showed the importance of academic development programmes and activities towards the overall development of students for both academic and non-academic career orientations after graduation (Klassen, Krawchuk & Rajani, 2008). In the light of this, the need to keep researching into ways by which some of the most applicable and effective strategies can be incorporated in single schemes for academic development can be said to be necessary. When mention is made of incorporating strategies and abilities for academic development, there are some common theories, concepts and frameworks that commonly come to mind. These include collaborative learning, constructivism, and connectivism. This is because whether used individually or together, each of these three main concepts help in bringing together different strategies of learning aimed at developing students academically to have abilities necessary for both academic and non-academic careers after graduation (Robinson, L loyd & Rowe, 2008). At the same time Hattie (2009), posited that using academic research is one of the most powerful means by which components of collaborative learning, constructivism, and connectivism can be achieved under a common umbrella. Based on the identified problem and the background given to the problem above, the study will be conducted with the aim of using academic research as an interventional strategy for academic development among undergraduate students. In order to achieve this overall aim, the following specific objectives will be pursued by the researcher: Before pursuing the proposed study, the researcher came to the realisation that there are other existing researches that have focused on academic development strategies for undergraduates. However, most of these existing studies were limited to academic performance enhancement whiles undertaking graduate courses (Hoog, J., Johansson & Olofsson, 2005; Elliot & McGregor, 2001). The weakness with