Enhancing Research Outcomes and Career Readiness through Undergraduate Student–Faculty Collaborations: A Catalyst for Postgraduate Growth in the Western Cape
DOI:
https://doi.org/10.25159/2663-6549/19598Keywords:
learning opportunities, collaboration, research, academic performance, critical-thinking, mentorshipAbstract
In alignment with Sustainable Development Goal 4 (SDG 4), the University of the Western Cape fosters student engagement through collaborative research initiatives. This study examined the role of undergraduate students as research and administrative assistants within the Faculty of Science, emphasising their contributions to intellectual growth, skill development, and science communication. A qualitative research approach was employed to investigate students’ experiences in student–faculty collaborations. Participants were purposefully selected based on their strong academic performance and passion for research. Faculty mentors integrated these students into ongoing research projects and assignments, providing hands-on training in scientific writing, laboratory techniques, data analysis, and research methodologies. To gain in-depth insights, semi-structured interviews were conducted with 20 selected students, and thematic analysis was used to interpret the data. The impact of their participation was assessed by monitoring their academic progress, research outputs, and career aspirations. This analysis revealed four key themes: academic growth, skills acquisition, enhanced career preparedness, and the importance of mentorship. Feedback highlights that such partnerships create a dynamic research environment, boosting interest in postgraduate studies. Student–faculty collaborations significantly enhanced student learning, as demonstrated by qualitative data collected from final-year students and undergraduates who have participated in these partnerships. Students reported improvements in academic performance, research skills, and confidence, while faculty members benefited from additional research support. To sustain these advantages, universities should prioritise funding for student–faculty collaboration programmes, fostering a rigorous and supportive academic environment at the undergraduate level.
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