The activity of student research
Using Activity Theory to conceptualise student research for Master's programmes
Bibliographic Data
| ID | 4097835 |
|---|---|
| Authors | Lucy Hammond (0000-0001-5331-5493, Warwick Medical School, University of Warwick, Coventry, UK, corresponding author) |
| Year | 2021 |
| Volume | 46 |
| Issue | 6 |
| Pages | 1055-1067 |
| Publication date | 2021-06-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2019.1666261 |
| OpenAlex | W2974901722 |
| Language | EN |
| Citations received | 10 |
| References cited | 35 |
Student research is an important pedagogical feature across the higher education lifecycle. Postgraduate taught (PGT) student research has received limited attention in the context of the diverse nature of the PGT cohort. Using Activity Theory, PGT student research is explored from the perspectives of differently motivated Master’s students: students studying to progress to doctoral study and students studying a professional Master’s to progress in their current career path. Similarities, differences, tensions and contradictions are analysed, revealing new conceptualisations of Master’s research. The outcome of student research, the Dissertation, emerges as a recurring tension within the analysis. A call for a new dialogue on the applicability of the Dissertation for a diverse PGT cohort is made, as the traditional Dissertation may not best meet the needs of professional Master’s students. The need to find better ways to disseminate PGT research is identified, given the potential for contribution to knowledge and practice
Educational research · Higher education · Mathematics education · Pedagogy · Political science · Sociology · Student teacher · Teacher education · Higher Education and Employability · Higher Education Practises and Engagement · Innovative Education and Learning Practices · Psychology
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Conceptual typologies of learning communities for master’s course students using a publications exemplar
Ecology of master’s thesis research and supervision
Master’s students’ attitudes towards research-informed educational practice
‘Laying the foundation for a PhD study”
Concept of research among master’s students in Hong Kong
Mastering humanitarianism? A survey of postgraduate humanitarian courses
The implied peer
Using Activity Theory to understand the interactions of a university interdisciplinary team of scientists and science educators
Learning by Expanding
Benefits, challenges, and perceptions of the multiple article dissertation format in instructional technology
Being like a researcher”
Multivoiced supervision of Master's students
Master's Thesis Writing from a Narrative Approach
How are doctoral students supervised? Concepts of doctoral research supervision
Coursework master's programmes
Mastering the dissertation
Situated Learning
| Unique citing works | 10 |
|---|---|
| Citations per year | 2,5 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 10 |