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Abstract

This small-scale qualitative study investigated the potential for transformative learning through critical reflection for students of Applied Social Sciences undertaking final year research projects. Literature related to transformative learning and critical reflection underpinned the study. Seven lecturers experienced in undergraduate research supervision from one campus in a Technological University were interviewed, reflecting a case study and Action Research approach. Key findings were that currently there is some evidence of transformative learning for these undergraduate researchers, but it ‘is not a given’ and examples of missed opportunities at each stage of the research process were described. Supervisors linked transformative learning to levels of awareness of self, of the other and of societal issues and identified the importance of critical reflection for students becoming aware of their own bias, being open to different perspectives, and comprehending issues of power and inequality. Supervision sessions were seen to provide the opportunity for disorienting dilemmas encountered during the research process to be resolved through critical thinking and discourse, and to promote a more democratic approach as supervisors and students co-investigate their research topic.

The study was carried out to identify enablers and inhibitors to transformative learning at each stage of the research process with a view to enhancing the experiences of students and their supervisors and inform future practice. It is evident that transformative learning is intrinsically linked to the values of Applied Social Sciences education, in particular issues of social justice, and that embedding it more specifically in undergraduate research would afford an opportunity for students to develop critical thinking skills and become agents of change in their future workplaces.

Creative Commons License

Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

DOI

https://doi.org/10.21427/a8h8-cz40

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