EMERGING LEARNING EXPERIENCES IN THE PROPOSAL "INSTRUCTIONAL POSITIONS IN THE THESIS SEMINAR"

Abstract

The development of research skills presents academic challenges within Durango's universities, especially for undergraduate students in economics and administration programs who struggle to develop research processes. The goal of the case study, conducted using a qualitative approach, was to explore the learning experiences of 19 students enrolled in three final-year groups in Business Administration, Public Accounting, and Law at a private university in Durango, Mexico, during the implementation of the "Instructional positions in the thesis seminar" proposal. The investigation was carried out through focus groups, participant observation, and document analysis over 15 weeks. The results showed that the learning experiences during implementation were successful for students with high personal demands; however, they caused confusion and anxiety for students unfamiliar with research methodology. The elements of the proposal that enhanced research skill development were individual student performance, consistent feedback, and the use of available teaching resources for consultation.