Abstract:
This thesis constitutes a contribution to the operationalization of the UEM’s Strategic Plan
2018 - 2028 regarding the adoption of innovative and flexible teaching-learning approaches
and gender mainstreaming issues, in line with the UEM’s vision of transforming the
institution into a research university. The main objective of this research was to explore how
gender affects students’ research-based learning (RBL). This study is predominantly
qualitative, drawing on semi-structured interviews and, as a complement, a questionnaire on
students’ attitudes towards RBL. It is an empirical and theoretical study, epistemologically
based on phenomenology. Participants were selected through convenience sampling, but
based on specific criteria. For the data analysis of the semi-structured interviews, I used
inductive content analysis that led me to an interpretative approach and, for the questionnaire
responses, I counted the frequencies and then summarized these in terms of their
implications.
Generally, the results of my study revealed that students had both normative and non-
normative dispositions regarding gender and these impacted on how they dealt with RBL.
The study contributes theoretically to higher education and gender studies by raising
awareness regarding the need for considering the impact of gender on new pedagogical
approaches such as RBL. It also produced original empirical data on how gender affects
students' RBL. The results also show that RBL presents itself as an effective teaching-
learning approach that leads to autonomous work and stimulates the spirit of research. Hence,
RBL might contribute to the materialization of UEM's vision of becoming a research
university
