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A learning community approach to doctoral education in the social sciences

Parker, Rachel L. (2009) A learning community approach to doctoral education in the social sciences. Teaching in Higher Education, 14(1), pp. 43-54.

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Abstract

The paper reports on the findings of a community learning approach to doctoral education involving scholarly writing groups (SWGs) which was developed and implemented in the context of a higher degree research programme within the social sciences in an Australian university. The research evaluated the impact of the teaching intervention on students' perceptions of the community learning experience, their knowledge of scholarly writing and their attitudes towards writing. The findings are suggestive of the advantages of community approaches to learning in higher degree research education as a supplement to independent supervision. The SWGs were associated with improvements in both participants' knowledge of scholarly writing and their attitudes towards writing. However, a variety of characteristics of doctoral education are potential impediments to the creation of ongoing and regular interactions in learning communities such as SWGs. The paper concludes that a flexible approach to the recognition and enhancement of community approaches to learning is required to acknowledge the complex and diverse context of contemporary doctoral education.

Impact and interest:

16 citations in Scopus
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14 citations in Web of Science®

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ID Code: 28260
Item Type: Journal Article
Keywords: Doctoral Education, Learning Communities, Social Sciences , HERN
DOI: 10.1080/13562510802602533
ISSN: 1356-2517
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Higher Education (130103)
Divisions: Current > Research Centres > Australian Centre for Business Research
Current > QUT Faculties and Divisions > QUT Business School
Current > Schools > School of Management
Deposited On: 29 Oct 2009 13:16
Last Modified: 29 Feb 2012 23:56

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