Grant Writing Training for Undergraduate Students: Contributions to Deeper Learning and Employability
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| Title: | Grant Writing Training for Undergraduate Students: Contributions to Deeper Learning and Employability |
|---|---|
| Language: | English |
| Authors: | Helena Shilomboleni, Farah El-Shayeb |
| Source: | Journal of Geography in Higher Education. 2026 50(2):196-209. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Grantsmanship, Grants, Foreign Countries, Student Motivation, Academic Achievement, Student Evaluation, Professional Development, Proposal Writing, Environmental Education, Undergraduate Students, Student Attitudes, Writing Instruction, Social Sciences, Humanities |
| Geographic Terms: | Canada |
| DOI: | 10.1080/03098265.2025.2593483 |
| ISSN: | 0309-8265 1466-1845 |
| Abstract: | Applied-based learning pedagogical tools, such as grant writing training, are increasingly recognized as important for the career growth of undergraduate students, particularly in environmental, social science and humanities degree programs. This paper presents research findings from a Canadian university study that assessed the impact of grant writing training implemented in a second-year geography course, covering topics on environment and development. Research findings show that the training enhanced student motivation and academic performance by offering real-world applicability and opportunities for deeper engagement with course topics. Many students also appreciated the practical skills they gained from this activity, such as budgeting and results-based management, which they deemed valuable for future careers in the public, non-profit, and policy sectors. However, some students were unable to fully grasp how grant writing training was related to their studies, which might be partly due to elements of the hidden curriculum. As the development of professional skills is just as important as disciplinary knowledge for employability, we encourage a stronger integration of the two into education curricula as well as efforts to nurture students' self-awareness and agency to articulate these skills. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505042 |
| Database: | ERIC |
| Abstract: | Applied-based learning pedagogical tools, such as grant writing training, are increasingly recognized as important for the career growth of undergraduate students, particularly in environmental, social science and humanities degree programs. This paper presents research findings from a Canadian university study that assessed the impact of grant writing training implemented in a second-year geography course, covering topics on environment and development. Research findings show that the training enhanced student motivation and academic performance by offering real-world applicability and opportunities for deeper engagement with course topics. Many students also appreciated the practical skills they gained from this activity, such as budgeting and results-based management, which they deemed valuable for future careers in the public, non-profit, and policy sectors. However, some students were unable to fully grasp how grant writing training was related to their studies, which might be partly due to elements of the hidden curriculum. As the development of professional skills is just as important as disciplinary knowledge for employability, we encourage a stronger integration of the two into education curricula as well as efforts to nurture students' self-awareness and agency to articulate these skills. |
|---|---|
| ISSN: | 0309-8265 1466-1845 |
| DOI: | 10.1080/03098265.2025.2593483 |
