In Japanese Studies, undergraduate students spend their entire third year in Japan, where their sole focus is on language acquisition. This presents two issues: first, being in Japan is great for researching Japanese language and culture, but students perhaps do not necessarily have the skills or level of reflexivity needed to make the best of the opportunity; second, once back in Edinburgh, students are expected to complete a 10,000-word dissertation. This abrupt transition from language to ‘studies’ is the cause of much anxiety for our students, many of whom struggle to make progress with their dissertations. The course discussed in this case study, Researching Japan, came about in response to these challenges. It was designed to guide students through the process of conducting independent research, and help them internalise the standards by which their dissertations will be assessed in 4th year by promoting their assessment literacy.
|Number of pages||4|
|Specialist publication||Higher Education Academy|
|Publication status||Published - 11 Dec 2017|