Article Sidebar

PDF
Date Published: 29/04/2022
Abstract Views: 760
Views PDF: 304
Issue
Vol. 38 No. 2
Section
Research
How to Cite
Thi Huyen Trang, N. (2022). AN ANALYSIS ON THE RELATIONSHIP BETWEEN THE COURSE INNOVATIVE & ENTREPRENEURIAL MINDSET AND STUDENTS’ RESEARCH ACTIVITIES. VNU Journal of Foreign Studies, 38(2), 123-139. https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/4960

AN ANALYSIS ON THE RELATIONSHIP BETWEEN THE COURSE INNOVATIVE & ENTREPRENEURIAL MINDSET AND STUDENTS’ RESEARCH ACTIVITIES

Nguyen Thi Huyen Trang1,
1 University of Languages and International Studies, Vietnam National University, Hanoi

Main Article Content

Abstract

Recently, scientific research has attracted a lot of attention from university students. However, they still have a lot of difficulties in conducting research projects. In the present study, two sets of survey questionnaire were conducted online with 206 students who have not yet participated in the Innovative and Entrepreneurial Mindset course in Faculty of English language teacher education and with 113 language students who have completed the Innovative and Entrepreneurial Mindset course with the purpose of comparing and contrasting the level of difficulty the two target groups of student encountered when conducting research. Besides, the study aims at clarifying the effectiveness of the Innovative and Entrepreneurial Mindset course on the research activity to students. The results show that the Innovative and Entrepreneurial Mindset course with Design Thinking method has significantly contributed to solving the difficulties students meet when doing scientific research.

Article Details

Keywords

scientific research, students, Design thinking, Innovative and Entrepreneurial Mindset, learning by doing

References

Babbie, E. R. (2011). The basics of social research (5th ed.). Wadsworth, Cengage Learning.
Boyer Commission. (1998). Reinventing undergraduate education: A blueprint for America’s research universities. State University of New York.
Dam, R. F., & Siang, T. Y. (2018). What is design thinking and why is it so popular? Interaction Design Foundation. https://www.interaction-design.org/literature/article/what-is-design-thinking-and-why-is-it-so-popular
DebBurman, S. K. (2002). Learning how scientists work: Experimental research projects to promote cell biology learning and scientific process skills. Cell Biology Education, 1(4), 154-172.
DiCarlo, S. E. (2006). Cell biology should be taught as science is practiced. Nature Reviews Molecular Cell Biology, 7, 290-296. https://doi.org/10.1038/nrm1856
Durning, B., & Jenkins, A. (2005). Teaching/research relations in departments: The perspectives of built environment academics. Studies in Higher Education, 30(4), 407-426. https://doi.org/10.1080/03075070500160046
Gilardi, S., & Lozza, E. (2009). Inquiry-based learning and undergraduates’ professional identity development: Assessment of a field research-based course. Innovative Higher Education, 34, 245-256.
Gulikers, J. T. M., Bastiaens, T. J., Kirschner, P. A., & Kester, L. (2008). Relations between student perceptions of assessment authenticity, study approach and learning outcome. Studies in Educational Evaluation, 32(4), 381-400.
Healey, M. (2005). Linking research and teaching to benefit student learning. Journal of Geography in Higher Education, 29(2), 183-201.
Healey, M., Jordan, F., Pell, B., & Short, C. (2010). The research-teaching nexus: A case study of students' awareness, experiences and perceptions of research. Innovations in Education and Teaching Internationals, 47(2), 235-246.
Hu, S., Scheuch, K., Schwartz, R., Gayles, J., & Li, S. (2008). Reinventing undergraduate education: Engaging college students in research and creative activities. ASHE Higher Education Report (Vol. 33, Issue 4). Jossey Bass Publishers.
Jarman, R., & McClune, B. (2002). A survey of the use of newspapers in science instruction by secondary teachers in Northern Ireland. International Journal of Science Education, 24(10), 997-1020.
Jenkins, A., & Healey, M. (2007). Institutional strategies to link teaching and research. The Higher Education Academy.
Jenkins, A., Healey, M., & Zetter, R. (2007). Linking research and teaching in disciplines and departments. Higher Education Academy.
Kernbach, S., & Nabergoj, A. S. (2018). Visual design thinking: Understanding the role of knowledge visualization in the design thinking process. In E. Banissi, R. Francese, M. W. M. Bannatyne, T. g. Wyeld, M. Sarfraz, J. M. Pires, A. Ursyn, F. Bouali, N. Datia, G. Venturini, G. Polese, V. Deufemia, T. D. Mascio, M. Temperini, F. Sciarrone, D. Malandrino, R. Zaccagnino, P. Díaz, F. Papadopoulo,… V. Rossano (Eds.), 2018 22nd International Conference Information Visualisation (IV) (pp. 362-367). IEEE.
MacFarlane, G. R., Markwell, K. W., & Date-Huxtable E. M. (2006). Modelling the research process as a deep learning strategy. Journal of Biological Education, 41(1), 13-20.
Scardamalia, M., & Bereiter, C. (2003). Knowledge building. In J. W. Guthrie (Ed.), Encyclopedia of education (2nd ed., pp. 1370-1373). MacMillan Reference.
Simons, M. (2006). ‘Education through research’ at European universities: Notes on the orientation of academic research. Journal of Philosophy of Education, 40(1), 31-50.