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The purpose of this study was to explore how diploma students enrolled in a research project paper report their thoughts, feelings, satisfaction, and service quality of the research process.

A survey using a pre-determined questionnaire was used to track the thoughts, feelings, and actions of 1,129 diploma research students during a ten-month period spanning four semesters.

Results revealed that the diploma research students experience some negative thoughts and feelings, i.e. anxiety about the research process, and they expressed some satisfaction with it.

These findings have important implication for research and management education courses. Helping students increase not only their positive thoughts and feelings about research but also their satisfaction level can assist with the long-term educational goal to educate management professionals who can provide high-quality services, evaluate practice, and improve practice, policy, and management of service delivery.

When many upper‐level psychology majors struggle to demonstrate competence using discipline‐specific library research strategies after participating in introductory bibliographic instruction sessions, a new approach to instruction is necessary. To address this issue, psychology and library faculty collaborated on a pilot study to develop, implement, and assess a “super‐size bibliographic instruction” (SSBI). The objectives include identifying and defining a research topic, locating appropriate resources, critically evaluating and synthesizing material, and the reduction of library anxiety. A variety of assessment methods including pretest/posttest surveys and evidence of use of the material illustrated the success of the SSBI. Utilizing the expertise of teaching and library faculty, this SSBI approach addressed the many challenges in assisting students to develop essential research strategies.

Approaching mentoring from the theoretical tradition of continental pedagogy and contrasting it to the neoliberal organization of the academy, this paper aims to analyze how the Croatian higher education document framework constructs mentoring graduate and postgraduate students' research projects.

The analysis of 50 national- and university-level documents, which were coded using an adapted strategy described by Saldaña (2014), was guided by the following research questions. 1. Which elements of the mentor’s activity in guiding the research projects of graduate and postgraduate students are addressed by the relevant Croatian higher education documents? 2. Which elements of the graduate and postgraduate students’ activity in conducting research projects are addressed? 3. Which structural dimensions of mentoring these research projects are addressed?

The results point to the construction of mentoring as a pedagogical relationship based on guidance, support and dialog and also signal the processes of quantification of education and responsibilization of individuals.

The results can be used in the critical revision of the documents as well as in supporting mentors in their professional roles.

This is the first analysis of the Croatian higher education document framework focused on mentoring students’ research projects.

Librarians at Northcentral University (NCU) provide online synchronous research consultations for students to discuss resources and search strategies for class assignments, papers, presentations, theses and dissertations. The purpose of this paper is to document the implementation and assessment of this service and to seek to demonstrate that research consultations provided by NCU librarians contribute to students’ learning and success.

Research consultations are scheduled using Springshare LibCal and are conducted via Citrix GoToMeeting. Students report their satisfaction and skills learned via the Research Consultation Satisfaction Survey. Dissertation chairs and faculty instructors complete separate surveys, which assess the effect that research consultations had on their students’ work. All surveys were created using Qualtrics.

Assessment data reveal that students are satisfied with the research consultation service and can identify specific skills learned. Additionally, faculty and dissertation chairs report an improvement in students’ citations and ability to locate relevant sources. Future research may include examination of learning analytics or citation analysis for students who participated in research consultations.

Research consultations are rarely documented in the scholarly literature. An opportunity exists to make virtual research consultations more widely adopted as a distinct library reference service, and further, to measure the impact of this service. This project demonstrates how to successfully implement and assess online research consultations. Techniques discussed may be used in 100 per cent virtual environments, as well as within traditional, brick and mortar schools that may already offer face-to-face research consultations.

The aim of this paper is to compare the effectiveness of library research consultations for freshmen and senior undergraduate students, to determine if freshmen or seniors benefit more from these sessions.

This study looks at the results of a survey conducted with students enrolled in a senior level capstone research course and in a freshman level composition course who were required to attend library research consultations.

The study finds that freshman students can be overwhelmed by the amount of resources a research consultation may help them locate, and research consultations for freshmen should be conducted with this in mind.

Because the size of our study was small, further research with a larger sample size should also be conducted.

If librarians experience high demand for required research consultations, and have difficulty scheduling sessions, then they may take into consideration that senior students benefit more from consultations than freshmen. Research consultations should also be designed to take student class rank into account.

This study shows that upper-level students benefit more from research consultation than freshman students. Librarians should take this research into consideration when consulting with faculty about the most effective methods of instruction for students.

The purpose of this study is to examine approaches used by university libraries to enhance the visibility and utilization of research support services (RSSs) among doctoral students and to assess the competencies of library staff in delivering research support services.

This study used qualitative design approach, purposively sampled 40 librarians (8 university librarians and 32 librarians) in charge of RSSs and use of structured interview.

The findings of this study revealed three major themes: offline and online strategies, the need for upskilling and professional development programs and proactive empowerment.

This study focused on research support services in chartered public universities in Kenya; private universities were not included.

The need to enhance library staff's ongoing professional development programs, increasing funding to university libraries and proactivity by the libraries to improve the provision and promotion of RSSs to doctoral students in Kenya.

There are limited existing literature in the Kenyan context. This study will fill a knowledge gap and contribute to the literature on academic libraries support and doctoral students experience in Kenyan context.

The BRITE program at North Carolina Central University fosters the intellectual development of students and provides them with exposure to extensive undergraduate research experiences. This hands-on training along with a rigorous academic program, advising, faculty mentoring, and career counseling adequately prepare students for careers in biotechnology, biopharmaceutical, or pharmaceutical industries and/or advanced degree programs. As a result, students are thoroughly prepared for scientific careers and to contribute to society as productive scientists. To date, there has been a high placement rate for graduates from the BRITE program. Similarly, we have also observed increasing rates of enrollment, retention, and graduation. The BRITE program is a model of success for educating future generations of scientists by infusing undergraduate research into HBCU curricula and clearly demonstrates the significance undergraduate research plays in preparing students for their professional careers.

University inventions are increasingly transferred to industry by market mechanisms involving licensing and start-up ventures. This chapter explores the ways in which entrepreneurship education can benefit the professionals involved in this process. We focus on graduate education since the professions typically involved require one or more graduate degrees, such as the Doctor of Philosophy in the case of scientists and engineers or professional degrees such as the Master of Business Administration or Doctor of Jurisprudence in the case of business professionals or attorneys. Introducing entrepreneurship education to graduate programs presents a challenge since graduate education is highly structured. We present a model that preserves the in-depth disciplinary structure of degree programs while bringing Ph.D. students in science and engineering together with MBA and JD students to explore the interface of technology, business, and legal issues in commercialization of the science and engineering student's research.

Intervention strategies to increase participation and success in STEM areas vary depending on the specific goals of programs and presumably, their funding. Matyas (1991) focused on minority engineering programs and found that successful programs tend to contain the following elements: (a) assistance with admission procedures;, (b) assistance with student matriculation; (c) academic support services; (d) student study center; (e) linkage of students with minority student organizations in engineering; and (f) summer engineering jobs. A recent, systematic review by a panel of experts identified eight design principles that underpin exemplary and promising higher education-based STEM interventions: (a) institutional leadership; (b) targeted recruitment; (c) engaged faculty; (d) personal attention; (e) peer support; (f) enriched research experience; (g) bridging to the next level; and (h) continuous evaluation (BEST, 2004).

Society is increasingly confronted with a range of complex social problems that need to be addressed using a research process based on collaboration between stakeholders from both science and society and the integration of knowledge from different disciplines. This type of interdisciplinary research is more complex than mono disciplinary research and requires skills at the cognitive, inter-personal, and intra-personal levels. We present the experiences with an interdisciplinary master’s program. The research question we address is what educational strategy prepares students for interdisciplinary research on complex social problems? Since tasks which are too complex can frustrate students and create resistance, we argue for a gradual approach to inquiry-based learning. We interviewed both students and lecturers, and included curricula evaluations. We found that students can be trained in interdisciplinary research based on a gradual approach to open inquiry and we found a relationship between the complexity of cognitive tasks and the amount of learning in other domains. We argue that when students are challenged at the right level with appropriate guidance, the learning domains will reinforce each other. To keep students optimally challenged, it is crucial that the teachers adjust their role while directing students from structured inquiry towards open inquiry.