This dataset examines third-year Honors Programme students' perceptions of their development across five learning goals at Rotterdam University of Applied Sciences. The study found students reported the strongest development in systemic awareness and knowledge sharing, while 'Making Intentional Choices' was rated lowest. The data originates from a six-session educational track designed to foster growth in self-awareness, systems thinking, self-directed learning, relational skills, and knowledge application.
Use Cases
- Analyze student-reported development scores across the five learning goals, such as self-awareness and systems thinking, to identify relative strengths and weaknesses.
- Investigate the correlation between different learning goals, like relational skills and knowledge application, to explore their interconnected nature as reported in the study.
- Model factors influencing the perception of 'Making Intentional Choices', the goal rated lowest, to inform program design for self-directed learning.
Strengths
- Data is focused on a specific, defined educational context: third-year students in a university Honors Programme.
- The study framework is structured around five distinct learning goals derived from an established program profile.
- Findings highlight a central theme of critical thinking emerging from the student-centered track design.
Limitations
- The dataset scope is limited to a single cohort of students from one university program, restricting generalizability.
- Sample size and specific data structure (e.g., number of rows, columns) are not provided in the input.
- The data reflects subjective student perceptions rather than objective measures of skill development.
Provenance
- Source
- DataverseNL Harvested Dataverse
- Collection Method
- Survey or assessment conducted as part of a study on a six-session educational track within the Honors Programme.
- Time Range
- null
- Freshness
- null
- Geography
- Rotterdam University of Applied Sciences, Netherlands