Analysis of the Differences and Similarities of Coursework and Dissertation - Literature review Example

Analysis of the Differences and Similarities of Coursework and Dissertation Couse Code Name of Student Date of Submission Introduction The experience of an undergraduate student is enriched by attaining a research experience. According to Richardson (2015), research enables students to advance their knowledge regarding disciplines including and not limited to biological sciences, medicine, neuroscience and psychology that are acquired during course work. Research allows undergraduate student to have a better understanding of published work, learn to balance the individual and collaborative work and determine an area of interests since research is a process that van be learned and understood every student is able to achieve competence in the chosen career. By virtue of experience, undergraduates performs capability in courses are aware of the ways in which research is different from course work. the ability to recognize these differences can remarkably improve the success of a student and enjoyment when carrying out a research Brown 2014(). Differences The major difference between course work and dissertation is that dissertation writing requires the application of logistics and use of time (Gilmore, et al. 2015). While writing a dissertation, I am faced with the responsibility of defining goals, obtaining materials, and carrying out the actual work. Regarding time, I have to gauge how long I will take to outline the details of my dissertation. In course work, the outline is provided by tutors or lecturers. The course syllabus, course topics, assignments, and reading texts and other materials are developed by the lecturer before the start of the semester. With these come a timetable and a work schedule that guides all the activity of the semester. During the semester, I have to read numerous pages and tackle work and assignments every week, prepare for and take exams. However, success in the course is my responsibility. Course work occurs over a span of 15 weeks and what I have during the course is over. In contrast, dissertation of mu graduate studies requires that I produce almost everything for myself. Rather, I produce this requirement with the help of my supervisor and director. Dissertation writing and research is not an altogether orderly process that involves step by step procedure. Research are characterized by false leads, insufficient evidence, goal changes, frustrations, and contradictory findings that forms part of the process Lunenburg & Irby (2008). As argued by Bridges, et al. (2002), these factors have a significant role as they bear witness that the researcher actually conducted the research and engaged in significant thought and work. Therefore, due to this argument, the lack of external structure and absence of a formal assignment or syllabus, results to difficulties in predicting the duration of the project. Despite the fact that duration of nine months is allocated to the actual carrying out of the project, there is no specific amount of time allocated for the preparation leading to the research activities Varney (2010). To successfully complete the dissertation, I have to begin with thesis planning and noting down the overall research process before the actual nine months, at least seven to six months prior. During this period, I have to undertake preliminary research, findings and develop my research problem. Also, I have to conduct bibliographic research and identity the literature that I would use in the dissertation. Moreover, the period involves reading the materials that are necessary to write a research proposal. According to Brown (2014), a research work calls for samples during a specific season or the research is centered on particular events and missing the window of opportunity at the initial steps of the research would add more time to the research. The nature of pre-thesis research and planning makes it difficult to conduct a rigorous schedule because the process involves other people such as the laboratory personnel, research libraries research advisor, and interlibrary loans. Most importantly, the process involves creativity. It is, therefore, difficult to have insights upon command because not all the people involved in the research in one way or the other can be like the composer. Similar to training a muse, a researcher wants to make progress but do not want to be rushed Bridges, et al. (2002). My main goal is not only to graduate on a particular day and time but also complete a solid, thorough research paper that enables me to learn about my subject and to portray my intellectual and organizational abilities through research. Also, conducting a research comes with fulfillment and fun. Therefore, any part of my career should be a process rather than a product. Writing a dissertation is a learning experience in its fullest sense and can be considered an exciting experience rather than an insurmountable obstacle. Much of the early planning of dissertation is accomplished during the course work. During this period, I am able to share my experiences with fellow classmates so that I am able to navigate through the early stages of research. Particularly, the seminar instructor can refer me to other students that may have similar interest on a particular topic or research methods from the previous classes. This step enables the student to move forward with more confidence (Lunenburg& Irby, 2008). Nine months is the amount of time that is considered most appropriate to carry out a typical thesis for which the proposal is carefully thought out, screened, revised and approved by the advisor and the thesis director. As outlined by Ricahrdson (2015) every student is responsible for the schedule during the period with the help of the research advisor. However, the work itself is upon the student and the best insurance for completing the thesis on time is by having a clear project though beforehand in every possible respect from sources to methods of analysis, and from work schedule to the production of the final draft. On the other hand, course work course work is designed to help in providing information on the available methods of analysis and data collection methods. There are other three aspects that differential dissertation and course work. Although a student may depend on project and research director, most of the work is done by the student during the research process. As a result, it can lead to self-doubts or dreary times. Research is done in separation, but the whole process should not be carried out in separation. However, in the cases that a researcher gets himself or herself in isolation, it is better to talk to somebody such as research advisor, classmate or thesis director. It is recommended that students attend the research advisors’ monthly proposal and thesis writers’ discussion group to be able to share ideas with the peers (Varney, 2010). However, the solidarity nature of research is the lack of external structure which can be derived from the course text. A significant part of the research process is that the student creates the text and argument. Therefore, the student may probably lack something to lean on such as textbooks and its equivalent. As a student, I have to trust myself and develop my own strategy that would guide me throughout the research. Lastly, research involves the use of data or evidence collection. The data may be in the form of textual, physical or numerical evidence to support or refute the hypothesis. Similarities between course work and research- According to Gilmore, et al. (2015) there is more differences between course work and dissertation compared to the similarities. However, Bridges, et al. (2002) recognizes that both course work and dissertation requires similar skills from the student. These skills include creativity, judgment, communication, persistence, and communication. all these skills are equally important during course work as well as when conducting research. The significance of these skills makes the leap from gaining knowledge from tutors and other students to making discoveries. Having these skills encompasses every level of research as students are motivated to solve problems and make discoveries. Creativity and originality go hand in hand. However, creativity requires originality. Originality is needed throughout college. The initial step in research involves the development of a topic or a plan to explore a specific problem. Therefore, creativity is essential for this purpose. Similarly, proper learning involves memory-based learning that triggers the use of analytics and creativity (Varney, 2010). Teachers cultivate creativity among students by letting them use their brains. Communication is a set of skills necessary in the development and maintenance of the effective relationship between a student and the tutor or faculty mentor. Communication is a critical tool during coursework as it strengthens the relationship that exists between the student and the lecturer. Similarly, communication has positive implications that extend to undergraduate research. Although students may find it intimidating to initiate communication with the faculty member during the early stages of the undergraduate research process. Nonetheless, the undergraduates respect their mentors and their time as faculty mentors often balance a schedule consisting of multiple courses as well as monitoring the graduate researchers. When a student is presented with scenarios that require critical thinking, he or she must make judgments on the information provided to come up with a logical reasoning. Similarly, judgment is critical in research as it helps a student to identify when he or she needs to ask for help. A student must calculate between knowing when to ask for help rather than waste time trying to encounter an obstacle on their own. Persistence is the drive that motivates an individual to never give up by facing failure. Failure may be experienced in bad research design and roadblocks that may hinder the success of research or even an assignment. We learn from our mistakes than our success. Mistakes when tackling class assignments and research is an opportunity for me to learn and stop harboring a fear of failure. Students who overcome roadblocks during the course work are able to overcome roadblocks that come with research. A student who deals with roadblocks are diligent when reading research literature and making use of the expertise of the faculty member. Persistence is an integral part of the research process and any academic endeavor. Conclusion There is a significant number of undergraduate students that are overwhelmed with the academic progress and do not understand that research is an option. Research is a tremendous opportunity that open doors to a research experience. The explanation of the process and the available employment opportunities, students can regain the passion for research. Most undergraduate students engage in research later in their undergraduate careers. As a result, they learn the hard way that there are opportunities that are available for those students who are determined. Academic institutions must improve the undergraduate curriculum and promote research to those who have interest but who may not know how to get involved. References Bridges, P, Cooper, A, Evanson, P, Haines, C, Jenkins, D, Scurry, D, Woolf, H, & Yorke, M 2002, 'Coursework Marks High, Examination Marks Low: discuss', Assessment & Evaluation In Higher Education, 27, 1, pp. 35-48 Brown, S 2014, 'What are the perceived differences between assessing at Masters level and undergraduate level assessment? Some findings from an NTFS-funded project', Innovations In Education & Teaching International, 51, 3, pp. 265-276 Gilmore, J, Vieyra, M, Timmerman, B, Feldon, D, & Maher, M 2015, 'The Relationship between Undergraduate Research Participation and Subsequent Research Performance of Early Career STEM Graduate Students', Journal Of Higher Education, 86, 6, pp. 834-863. Lunenburg, F, & Irby, B 2008, Writing A Successful Thesis Or Dissertation : Tips And Strategies For Students In The Social And Behavioral Sciences, Thousand Oaks, Calif: Corwi. Richardson, JT 2015, 'Coursework versus examinations in end-of-module assessment: a literature review', Assessment & Evaluation In Higher Education, 40, 3, pp. 439-455 Varney, Jj 2010, 'The Role of Dissertation Self-Efficacy in Increasing Dissertation Completion: Sources, Effects and Viability of a New Self-Efficacy Construct', College Student Journal, 44, 4, pp. 932-947 Read More