Improving postgraduate students' scientific literacy and self-efficacy using international collaborative research workshops: an exploratory case study in a Chinese university
Postgraduate education in China bears the dual mission of "high-end talent supply" and "scientific and technological innovation" as delegated by the Ministry of Education of China (2017). Improve the quality of postgraduate student training and management is essential for Chinese universities to meet this requirement. This paper investigates the practical effectiveness of using a specially designed, internationally collaborative research training workshop to enhance new Chinese postgraduate students' scientific literacy and self-efficacy.
The research results show that the workshop, which integrates seminar presentations and both individual and group-based student activities, is of practical significance for improving the experiences of first-year postgraduate students. The findings indicate the application of enactive mastery and vicarious learning strategies in research training workshop effectively boost students' motivation, confidence and feeling of accomplishment at their early research career, and can provide ongoing benefits to support Chinese students to further develop research skills and capabilities. The positive findings in this exploratory study can inform future research projects to examine the transferability of this research training workshop model in the broader Chinese higher education context.
Zhang, Q., Wang, J., Ji, R., & Huang, T. (2020). Improving postgraduate students' scientific literacy and self-efficacy using international collaborative research workshops: an exploratory case study in a Chinese university. Journal of University Teaching & Learning Practice, 17(5). https://doi.org/10.53761/18.104.22.168