Can peer learning support doctoral education? Evidence from an ethnography of a research team
Bibliographic Data
| ID | 4098567 |
|---|---|
| Authors | Viviana Meschitti (0000-0002-2147-5289, Huddersfield Business School, University of Huddersfield, Huddersfield, UK, corresponding author) |
| Year | 2019 |
| Volume | 44 |
| Issue | 7 |
| Pages | 1209-1221 |
| Publication date | 2019-07-03 |
| 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 | 10.1080/03075079.2018.1427711 |
| OpenAlex | W2784712136 |
| Language | EN |
| Citations received | 13 |
| References cited | 49 |
This paper focuses on peer learning as a process to develop PhD students’ disciplinary and scholarly skills. PhD students’ experience is not usually framed in terms of peer learning, because peer learning is more often studied and applied at the undergraduate level. This contribution builds on an ethnography of a research team to show the potential of peer learning over the course of the doctorate. A socio-constructivist conceptualisation of learning, inspired by activity theory, guides the analysis. The contribution of this paper is threefold. First, it proposes an original definition of learning that highlights process and practice, and shows how to work with it. Second, it demonstrates how peer learning unfolds in the interplay between structured and emergent types of interactions. Third, it provides scholars with insights into the conditions facilitating peer learning and stimulates debate around the initiatives that institutions can put in place to support PhD students
Constructivist teaching methods · Cooperative learning · Discipline · Ethnography · Experiential learning · Higher education · Learning Sciences · Learning theory · Mathematics education · Pedagogy · Peer learning · Peer review · Political science · Social science · Sociology · Teaching method · Computer Science · Doctoral Education Challenges and Solutions · Evaluation of Teaching Practices · Higher Education Practises and Engagement · Psychology
Understanding doctoral students’ socialization process for research
Spaces of inclusion and belonging
Doctoral writing as a promoter for researcher development and independence
Elucidating university students’ intentions to seek automated writing feedback from Grammarly
Materials and Places for Learning
The Development and Validation of the Perceived Social Support Scale for Doctoral Students (PSSS-DS)
Engaging doctoral students in networking opportunities
Family, enterprise, academic team? The influence of Shi-men culture on the academic aspirations of postgraduates in Chinese research universities
Supporting Indigenous success through quality supervision in research degrees
Transdisciplinarity from the grassroots
Supervisors matter, but what about peers? The distinct contributions of quality supervision and peer support to doctoral students' research experience
The research experience of postgraduate students
It wasn't just the academic stuff, it was life stuff
Leaving the Ivory Tower
Education at a Glance 2016
Mind in Society
Communities of Practice
“I Heard it through the Grapevine”
Preparing the Next Generation of Faculty
The Role of Tutoring in Problem Solving
Interpretive Research Design
Ethnographic Methods
Re/thinking the Zone of Proximal Development (Symmetrically)
Historical and cultural perspectives on socialization
Psychological Safety
Contrasting the Socialization Experiences of Doctoral Students in High- and Low-Completing Departments
Preparing the Next Generation of Faculty
What's too much and what's too little?”
Learning Interdisciplinarity
Naturalistic inquiry
Peer-mediated learning beyond the curriculum
How the doctorate contributes to the formation of active researchers
Peer learning' as pedagogic discourse for research education1
A doctorate in a tight compartment
Developmental networks and learning
Becoming academics
Pedagogic relations and professional change
Borrowing brainpower - sharing insecurities. Lessons learned from a doctoral peer writing group
Doctoral experience and learning from a sociocultural perspective
Doctoral Students' Access to Research Cultures-are some more unequal than others
| Unique citing works | 13 |
|---|---|
| Citations per year | 1,63 |
| Citation span | 2018 - 2026 (9) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 11 |