Learning experience and academic identity building by master's students in Hong Kong
Datos Bibliográficos
| ID | 4096779 |
|---|---|
| Autores | Jisun Jung (0000-0001-6186-5583, Faculty of Education, The University of Hong Kong, Hong Kong, autor de correspondencia) |
| Año | 2021 |
| Volumen | 46 |
| Número | 4 |
| Páginas | 782-795 |
| Fecha de publicación | 2021-04-03 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Studies in Higher Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2019.1652811 |
| OpenAlex | W2967783813 |
| Idioma | EN |
| Citas recibidas | 14 |
| Referencias citadas | 38 |
This study explores how master's students perceive their learning experiences and build their identities as postgraduate learners. It also investigates how these students’ perceptions affect their aspirations regarding academic careers. By applying the Community of Practice (CoP) framework, this study focuses on three dimensions of master's students’ experience; community, practice and identity. Seventy master's students from one research-intensive university in Hong Kong were interviewed regarding motivations for doing a master's degree and reflections on learning. The interview results showed that master's students build their communities partly around shared academic interests. However, the boundaries of these communities are loose and flexible, due to the nature of master's programmes with their short periods of study and large numbers of part-time students. The study also showed how master's students develop their knowledge and skills through doing research and how they evaluate the prospect of becoming an academic
Academic achievement · Higher education · Mathematics education · Pedagogy · Political science · Sociology · Study abroad · Evaluation of Teaching Practices · Higher Education Practises and Engagement · Psychology · Reflective Practices in Education
Higher Education Enrollment Trends and Respective Job Opportunities
Academic Identity and Communities of Practice
Master's programmes at Sino‐foreign cooperative universities in China
Exploring motivations of a master's degree pursuit in Hong Kong
Master’s thesis supervision in Hong Kong
‘Laying the foundation for a PhD study”
Concept of research among master’s students in Hong Kong
Student or customer? Mainland Chinese students’ self-identification and reflexivity in Hong Kong’s self-financed taught postgraduate programmes
Teacher support for basic needs is associated with socio-emotional skills
The Influence of Internationalization Policy on Master’s Education in Japan
Master’s Education in Hong Kong
Who Stays in Higher Education Longer? Investigating the Influence of Family Background on Entering Master’s Education in China
Factors influencing the transition from master's to doctoral degree programmes in China
Educational Research Ethics Committees as Space for Situated Learning in Higher Education
Communities of Practice
Qualitative Inquiry and Research Design
Tricks of the Trade
Are researchers in Europe European researchers? A study of doctoral researchers at the University of Luxembourg
Motives Underlying Bachelors–Masters Transitions
Learning
Strength in Diversity
Skills at Master's Level in Geography Higher Education
Career goals, pathways and competencies of geography graduate students in the USA
Academic identities under threat
Using thematic analysis in psychology
Academics' perceptions of what it means to be an academic
The construction of academic identity in the changes of Finnish higher education
Juggling hats
Building a sense of community in a research master's course
Coursework master's programmes
| Obras citantes distintas | 14 |
|---|---|
| Citas por año | 2,33 |
| Intervalo de citas | 2020 - 2026 (7) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 13 |