Patterns, drivers and challenges pertaining to postgraduate taught study: an international comparative analysis

Morgan, Michelle

doi:10.1080/07294360.2014.911258

Cited by 25 publications

(15 citation statements)

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“…In the UK for instance, postgraduate numbers grew from about 15,000 in 1960 to well over half a million in 2010 . Postgraduates now comprise a greater proportion of the total student body – almost one‐quarter in 2010, up from one in fifteen in 1960, a pattern repeated across the world (Morgan ; Wakeling ). However, the attention of social scientists and policy makers has focused almost exclusively on undergraduate participation.…”

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confidence: 99%

Are postgraduate qualifications the ‘new frontier of social mobility’?

Wakeling

Laurison

2017

British Journal of Sociology

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We investigate the relationship between social origin, postgraduate degree attainment, and occupational outcomes across five British age-group cohorts. We use recently-available UK Labour Force Survey data to conduct a series of logistic regressions of postgraduate (masters or doctorate) degree attainment among those with first degrees, with controls for measures of degree classification, degree subject, age, gender, ethnicity and national origin. We find a marked strengthening of the effect of class origin on degree- and occupational attainment across age cohorts. While for older generations there is little or no difference by class origin in the rates at which first-degree graduates attain postgraduate degrees, those with working-class-origins in the youngest age-group are only about 28 per cent as likely to obtain a postgraduate degree when compared with their peers from privileged origins. Moreover, social origin matters more for occupational destination, even among those with postgraduate degrees, for those in younger age groups. These findings demonstrate the newly important, and increasing, role of postgraduate degrees in reproducing socio-economic inequality in the wake of the substantial expansion of undergraduate and postgraduate education. Our findings lend some support to the Maximally Maintained Inequality thesis, suggesting that gains in equality of access to first-degrees are indeed at risk from postgraduate expansion.

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confidence: 99%

Are postgraduate qualifications the ‘new frontier of social mobility’?

Wakeling

Laurison

2017

British Journal of Sociology

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“…During the last decade, student enrolments in Masters by coursework qualifications (referred to here onwards as postgraduate students) have increased significantly with a substantial percentage of international students 1 contributing to the growth in numbers (Morgan, 2014). For example, in 2016 postgraduate students in Australian universities increased by 3.9% to 401,858 (Department of Education and Training Australia, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…As a result, it may be a commonly held view that an undergraduate degree is a minimum level of qualification for an increasing number of jobs, and that employers are raising the qualification levels required for particular jobs in response to the "over-supply" of graduates (Brooks & Everettt, 2009). Third, it could be due to the perception that there is greater potential for graduates with a secondary postgraduate degree to gain higher salaries than graduates with an undergraduate degree (Morgan, 2014). Regardless of the reasoning, increase in student numbers, changes in student demo-graphics, and lack of practical work experience pose challenges to postgraduate teaching and learning.…”

Section: Introductionmentioning

confidence: 99%

Creating Learning Communities through Flipped Classes: A Challenge, an Answer, or an Opportunity for Teaching Strategic Human Resource Management?

Ranabahu

Almeida

2019

ij-sotl

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Teaching strategic human resource management to postgraduate students is becoming a challenge in countries like Australia, particularly due to the students undertaking postgraduate studies without relevant professional work experience. To address this, we used flipped teaching and learning activities and attempted to develop a learning community among multi-cultural postgraduate students who had no (or minimal) professional work experience. Using duoethnographic technique, we recorded our observations and reflections over three semesters in teaching strategic human resource management at postgraduate level in an Australian University. Our reflections demonstrate that community-based learning environment allows students without any relevant work experience to put strategic human resource management theories into practice whilst it allows students with previous work experience to gain leadership, mentoring, and advisory skills by acting as experts. Hence, this paper contributes to human resource management pedagogy by highlighting that flipped activities reflecting strategic human resource management principles contribute to: a) expansion of student learning practices and community boundaries, and b) expertise development.

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“…Postgraduate education is no longer primarily aimed at developing scholars for the academic context (Mode 1 knowledge), but has shifted towards developing lifelong researchers that can be involved in knowledge creation in their practice in applied work settings (Mode 2 knowledge) (McAlpine, Amundsen & Turner 2013). This currency of knowledge has led to credential inflation, which results in increasing numbers of students enrolling for postgraduate qualifications (Engebretson, Smith, McLaughlin, Siebold, Terret & Ryan 2008;Morgan 2014). The increase in students with Mode 2 knowledge expectations has implications for research education, postgraduate supervision, course management, and quality in postgraduate qualifications (Maxwell & Smyth 2011).…”

Section: Introductionmentioning

confidence: 99%

“…In particular, as these students elect to study a managementrelated field and may be driven more strongly by short-term results (Alauddin & Ashman 2014), the context adds to the potential usefulness of the findings in a changing higher education landscape. According to Morgan (2014), knowing the characteristics of students and their support requirements will assist institutions in managing student expectations and targeting new researcher development more effectively.…”

Section: Introductionmentioning

confidence: 99%