Transition to postgraduate study: postgraduate ecological systems and identity

Abstract

This paper explores and examines the distal and proximal systems which construct social science postgraduate study in the UK and analyses the emergent identities of postgraduate students as they negotiate the multiple and interacting practices in their transition to study. The data represent part of a one year research project, funded by the Higher Education Academy, in which staff and students from five UK universities participated. The paper takes a socio-cultural perspective and situates staff and students in the wider macro context of policy and practice surrounding postgraduate study as well as exploring the micro processes which construct the proximal experience of the transition. We argue that the silence surrounding postgraduate transition in the literature must be addressed in light of existing literature and the present research both of which suggest that the systems which construct postgraduate study are complex and challenging to students, who do not always receive the support they require. We discuss the practices which implicitly assume expertise in postgraduate students in contrast to student self-identification as confused and struggling. Commonalities with other educational transitions are identified but we argue that there are distinct aspects to postgraduate transition which require greater breadth of research with both successful and unsuccessful postgraduate students.

Síndrome de Burnout entre mestrandos e doutorandos em enfermagem

“…Not having those expectations met can contribute to frustration with the program, as well as contribute to the intention to withdraw from the course. (23,25,26) Regarding academic effectiveness, a good interpersonal relationship with the academic advisor was positively related to this dimension. It was highlighted that the advisor-student relationship is one of the most exploited aspects by studies, due to being recognized as a facilitator in the production of quality studies, in the learning process, and in the self-efficacy beliefs of graduate students.…”

Fostering independent learning and engagement for postgraduate students

“…(2) What are the benefits and limitations of third party software products such as WileyPLUS (including unexpected outcomes)? (3) Can an evaluation tool be developed to assist educators in making informed decisions about using third party software products such as WileyPLUS?…”

Adaptação à pós-graduação stricto sensu: uma revisão sistemática de literatura

“…Além do estabelecimento de afinidade com os pares ser importante para vivências gratificantes na pós-graduação (Gardner, 2010;Tobbell & O'donnell, 2013), a relação satisfatória de pós-graduandos com os membros do corpo docente, principalmente com o orientador, é entendida pela maioria dos mestrandos e doutorandos como um dos aspectos mais importantes da qualidade de sua experiência nesse nível de formação (Noy & Ray, 2012). Os pós-graduandos que não se adaptam à forma e ao ritmo de trabalho de seus orientadores tendem a evadir de seus cursos.…”

“…Os fatores que influenciam a entrada dos alunos na pós-graduação, que os mantêm em seus cursos e o que contribuem para a conclusão deles ainda são pouco investigados e conhecidos (Holley & Caldwell, 2012;Tobbell & O'Donnell, 2013). Isso acontece porque são raras as pesquisas que estudam a transição da graduação para a pós-graduação apesar da riqueza de estudos sobre as transições educacionais (Hoffman & Julie, 2012;Tobbell & O'Donnell, 2013). Todavia, sabe-se que, assim como em outras transições acadê-micas (por exemplo, a transição do ensino médio para o ensino superior), o ingresso na pós-graduação configura-se como uma experiência singular na vida dos estudantes (Hoffman & Julie, 2012).…”

“…Outros não conseguem se manter no sistema devido à falta de condições financeiras (Holley & Caldwell, 2012;Tobbell & O'Donnell, 2013), pois, mesmo quando recebem bolsa de estudos, o valor não é suficiente para sustentá-los (Maia, 2014). Quando uma dessas situações ocorre, a maioria dos discentes que se encontra nessa circunstância evade de seu curso (Holley & Caldwell, 2012;Terrell, Snyder, & Dringus, 2009;Tobbell & O'Donnell, 2013).…”