Perceived impact of field trips on students’ sense of community, skills and knowledge in Biosciences and Chemistry undergraduate degrees

Field trips are widely recognised for their pedagogical value in natural sciences, yet their role in Biosciences and Chemistry undergraduate education remains underexplored. This case study investigates the perceived impact of field trips on students’ subject knowledge, employability skills and sense of community within the School of Biosciences and Chemistry at Sheffield Hallam University. Using questionnaire data from students and academic staff across five undergraduate programmes, the study reveals that field trips are highly valued for linking theory to practice, strengthening practical and employability skills, and fostering peer relationships. Biology students expressed the strongest desire for field trips, while Biochemistry students showed the least interest. Academic staff, and the majority of undergraduates, supported field trip inclusion across all courses. Thematic analysis of questionnaire open-text responses identified key benefits, including deepened subject knowledge, career insights and increased course belonging. However, barriers to participation – primarily financial constraints, health concerns and work commitments – were reported by both students and staff. Recommendations to improve accessibility included offering free or low-cost trips, scheduling within teaching hours and early communication. The findings underscore the importance of inclusive, well-structured field trip opportunities to enhance student engagement and learning outcomes. This research informs the development of a cost-effective and accessible field trip programme across Biosciences and Chemistry courses, aligning with institutional goals and student needs.