Student perceptions of communication skills in undergraduate science at an Australian research-intensive university

• Published in: Assessment and evaluation in higher education Vol. 42; no. 1; pp. 98 - 114
• Main Authors: Mercer-Mapstone, Lucy D, Matthews, Kelly E
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 02.01.2017; Taylor & Francis, Ltd; Taylor & Francis Ltd
• Subjects: Academic discourse; Australia; Cohort Analysis; College Science; College students; Communication; Communication Skills; Content Area Writing; Curriculum development; Foreign Countries; graduate learning outcomes; Higher education; Learning; Learning outcomes; Likert Scales; oral communication; Relevance (Education); Research Universities; Science; science communication; Science Education; Science Students Skills Inventory (SSSI); Science teaching; scientific writing; Skill Development; Speech Communication; Statistical Analysis; Student Attitudes; Student perceptions; Student Surveys; Technical Writing; Undergraduate education; Undergraduate Students; Verbal communication; Writing; Writing Instruction; Writing Skills; Australia
• ISSN: 0260-2938; 1469-297X
• DOI: 10.1080/02602938.2015.1084492

Higher education institutions globally are acknowledging the need to teach communication skills. This study used the Science Student Skills Inventory to gain insight into how science students perceive the development of communication skills across the degree programme. Responses were obtained from 635 undergraduate students enrolled in a Bachelor of Science at an Australian research-intensive university. Students rated their perceptions of two communication skills, scientific writing and oral scientific communication, across the following indicators: importance of, and improvement in, developing communication skills; the extent to which communication skills were included and assessed in the degree; confidence in using communication skills; and belief of future use of communication skills. While the majority of students perceived both communication skills to be important and of use in the future, their perceptions of the extent to which those skills were included and assessed were less, with oral communication being included and assessed less than scientific writing skills. Significant differences among year levels were discerned for most indicators, signifying a lack of coherent opportunities for students to learn and develop these skills across year levels. Results are discussed through the lens of progressive development of complex learning outcomes, with suggested areas for curriculum development and future research.