Abstract
The study of animal welfare is essential for undergraduates seeking to pursue careers with animals, yet pedagogical research on this topic is limited. While animal welfare is an accepted (albeit relatively new) scientific discipline, student views on animal welfare as a science require further exploration. This article reports the findings from a mixed-methods action research project undertaken at Harper Adams University (HAU) in the UK. Undergraduate student questionnaire responses (n = 123) revealed key attitudinal constructs related to animal welfare, and relationships to demographic factors. Students overwhelmingly defined animal welfare in terms of health; however, rural (compared to urban) students more often perceived 'naturalness' as important in the maintenance of good welfare. Notions of what constitutes good animal welfare appeared to be mediated by prospective career paths. For instance, veterinary nursing students were more likely to define animal welfare based upon resource-based measures and appropriate treatment of animals, which may link to their future role in educating clients on these topics. Finally, student attitudes toward animal welfare science revealed deeper epistemological views on the meaning of 'science'. That is, natural sciences were seen as trustworthy; students invoked the Scientific Method and disciplines such as neurobiology to bring credence to animal welfare science. Conversely, aspects of animal welfare addressed by the social sciences were dismissed as unscientific. Based on these results, recommendations for action are proposed, which include further research into the attitudes of educators, strategies for engaging with dissatisfied student groups, and elevating the social sciences within animal welfare curricula.