A learning community approach to doctoral education in the social sciences

Parker, Rachel (2009) A learning community approach to doctoral education in the social sciences. Teaching in Higher Education, 14 1: 43-54. doi:10.1080/13562510802602533


Author Parker, Rachel
Title A learning community approach to doctoral education in the social sciences
Journal name Teaching in Higher Education   Check publisher's open access policy
ISSN 1356-2517
1470-1294
Publication date 2009-02-01
Sub-type Article (original research)
DOI 10.1080/13562510802602533
Open Access Status
Volume 14
Issue 1
Start page 43
End page 54
Total pages 10
Place of publication United Kingdom
Publisher Routledge
Language eng
Subject 130103 Higher Education
139999 Education not elsewhere classified
130202 Curriculum and Pedagogy Theory and Development
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.
Keyword Doctoral education
Learning communities
Social sciences
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Unknown

Document type: Journal Article
Sub-type: Article (original research)
Collection: Graduate Certificate in Higher Education
 
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Citation counts: TR Web of Science Citation Count  Cited 27 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 32 times in Scopus Article | Citations
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Created: Thu, 04 Nov 2010, 03:58:17 EST by Mrs Thu Thuy Vu on behalf of School of Education