Building support for learning within a Doctor of Education programme

Klenowski, Valentina; Ehrich, Lisa C.; Kapitzke, Cushla; Trigger, Kerri

doi:10.1080/13562517.2011.570431

Cited by 24 publications

(15 citation statements)

References 15 publications

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“…Thus, careful attention should be paid to integrating such aspects in the term "practice-relevant" research in discourse about knowledge in the health and social sciences.. Moreover, the term "practice-relevant research" must be presented in a form that is relevant and renders it usable (Klenowski, Ehrich, Kapitzke, & Trigger, 2011;Trevithick, 2008). This means incorporating what is expected of high-quality research (Ampaw & Jaeger, 2011;Lee & Murray, 2015) concerning how to perform as a researcher to practice research skills (Baker & Lattuca, 2010;Maynard et al, 2014) for betterment in changing practices (Marginson, 2016).…”

Section: Discussionmentioning

confidence: 99%

Norwegian PhD students' discourses about practice‐relevant research in the field of health and social work

2019

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Aim The aim of this study was to explore the discourses of PhD students concerning the performance of practice‐relevant research in health and social work. Design An explorative, qualitative design and a discourse analytical approach were used to collect data. Methods Participants were recruited from a national research school for practice‐relevant research in Norway. Group interviews with ten PhD students (five health and five social work professionals) with extensive, wide‐ranging work experience as practitioners were used to collect data. The data were analysed by discourse analysis. Results The analysis revealed three discourses: (a) the professional knowledge discourse; (b) the promoting partnership discourse; and (c) the using research knowledge discourse. The discourses are explicit concerning how systematically formed practice‐relevant research in health and social work is linked to dominant discourses about knowledge in the scientific field. Professional knowledge, promoting partnership and using research knowledge are fundamental features of practice‐relevant research.

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Section: Discussionmentioning

confidence: 99%

Norwegian PhD students' discourses about practice‐relevant research in the field of health and social work

2019

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“…Some people are not able to manage course requirements and maintain a personal life, resulting in them either dropping out or losing motivation to complete the degree (Eisenbach, 2013;Klenowski, Ehrich, Kapitzke & Trigger, 2011;Phillips & Pugh, 2010Wendler et al, 2010. It is easy for advanced degree students to stall on research projects that do not capture their interest.…”

Section: The Effects Of the Challenges On Part-time Postgraduate Studmentioning

confidence: 99%

“…Key informants also agreed that results from part-time block-release students were not that pleasing as compared to conventional students. Klenowski, Ehrich, Kapitzke & Trigger (2011) attribute this to the pressure experienced by postgraduate students. This includes failing to manage their time to do their school work, failing to balance school and family, failing to balance finance and school, failing to balance social life and school and failing to balance work and family.…”

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confidence: 99%

“…Several studies confirm that some postgraduate students lose motivation and drop out. For example, Eisenbach (2013), Klenowski, Ehrich, Kapitzke & Trigger (2011), Phillips & Pugh (2010) and Wendler et al (2010) agree that some postgraduate are not able to manage course requirements and maintain a personal life, leading some to either drop out or lose motivation to complete the degree. Eisenbach (2013) adds, it is easy for advanced degree students to stall on research projects that do not capture their interest.…”

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confidence: 99%

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An Analysis of Challenges Faced by Part-time Postgraduate Block Release Students at Institutions of Higher Learning

Mutanana¹,

Pedzisai²

2020

theijhss

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“…One's peers are also a valuable resource that provides social capital (Trees 2013). A number of researchers (Klenowski, Ehrich, Kapitzke and Trigger 2011;Leshem 2007) have explained the role of cohort groups that function in communities of practice (Wenger 1998) to develop the abilities of postgraduate students. Liaising with fellow students provides informal learning opportunities that enable the students to develop the expertise to complete their degrees successfully.…”

Section: Introductionmentioning

confidence: 99%

Socialising postgraduate students to success in an open and distance learning environment

Schulze

2016

SAJHE

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The aim of this study was to understand the socialisation of master's and doctoral students towards success in an open and distance learning (ODL) environment. The investigation focused on identifying the people, processes and artefacts that the students believed most contributed to their success. Six doctoral students who had completed their research within three years and five master's degree students who had obtained their degrees with distinction participated in the research. The data were collected by means of graphic elicitation interviews following on the completion of a relational map to give an indication of the strength of the influence. The sociocultural and the social capital theories were used as a lens to interpret the data. The findings indicated what the participants believed mediated their learning and development, increased their zone of proximal development (ZPD) and enabled them to be successful. The study contributes to the debate on the socialisation of postgraduate students towards success without compromising their autonomy.

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Building support for learning within a Doctor of Education programme

Cited by 24 publications

References 15 publications

Norwegian PhD students' discourses about practice‐relevant research in the field of health and social work

Norwegian PhD students' discourses about practice‐relevant research in the field of health and social work

An Analysis of Challenges Faced by Part-time Postgraduate Block Release Students at Institutions of Higher Learning

Socialising postgraduate students to success in an open and distance learning environment

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