The CSI effect in academia: influencing forensic science enrolment and perception in higher education

Abstract

Abstract Background Television portrayals of forensic science, often referred to as the CSI effect, have been widely discussed in relation to their influence on public perceptions and jury expectations. Less explored, however, is how these portrayals shape prospective students’ motivations for enrolling in forensic science degrees and their perceptions of the subject’s academic content. This study investigates the extent to which popular forensic television programmes influence undergraduate student expectations of forensic science education and explores the discrepancies between those expectations and the realities of the curriculum. The research aims to inform curriculum design, expectation management, and student engagement strategies in higher education forensic programmes. Results Data were collected via a mixed-methods questionnaire from undergraduate students (n = 123) enrolled in BSc Forensic Science and BA Criminology with Forensic Science programmes at a UK university. Descriptive statistics and thematic analysis were used to analyse closed- and open-ended responses. Findings indicate that a significant proportion (71.5%) of students reported popular forensic television as a factor influencing their decision to study the subject. However, many expressed surprise at the scientific depth of the curriculum, particularly regarding modules in chemistry, biology, and analytical science. Key thematic mismatches included unrealistic portrayals of evidence handling, timeframes, and investigative methods. A breakdown of findings by year of study showed that more senior students identified a greater number of technical inaccuracies in media portrayals. Although 87.8% recognised inaccuracies in television portrayals, the media remained a key influence on their understanding of the field. Conclusions The study reinforces previous research suggesting that media portrayals significantly shape student expectations of forensic science. These findings highlight a significant disconnect between media-shaped expectations and academic realities These expectation mismatches may impact student satisfaction, retention, and preparedness for careers in the field. Integrating media literacy into early curricula, alongside transparent course marketing and orientation strategies, may help align expectations with academic content and improve student engagement. The study adds to ongoing discussions about the CSI effect’s influence on forensic education and student engagement.

Keywords

• CSI effect
• Forensic science education
• Media influence
• Student expectations
• Curriculum design
• Higher education