Postgraduate taught students and preparedness for Master's level study: polishing the facets of the Master's diamond

Transitions are increasingly recognised as difficult, and less has been written about transitions to postgraduate taught programmes than about transitions into undergraduate or doctoral study. A Scotland-wide project found that new taught Post-graduate (PG), and staff teaching them, can be unclear a...

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Veröffentlicht in:Journal of further and higher education Jg. 43; H. 2; S. 236 - 250
Hauptverfasser: Bamber, Veronica, Choudhary, Carolyn J., Hislop, Jane, Lane, Judith
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Abingdon Routledge 07.02.2019
Taylor & Francis Ltd
Schlagworte:
Academic readiness
Depth Perception
Difficulty Level
facets of learning
Foreign Countries
Graduate Students
Learner Engagement
Masters Programs
Personal Autonomy
Postgraduate taught students
preparedness
Professionalism
Readiness
Responsibility
Student Responsibility
Transitional Programs
United Kingdom (Scotland)
ISSN:0309-877X, 1469-9486
Online-Zugang:Volltext
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Zusammenfassung:Transitions are increasingly recognised as difficult, and less has been written about transitions to postgraduate taught programmes than about transitions into undergraduate or doctoral study. A Scotland-wide project found that new taught Post-graduate (PG), and staff teaching them, can be unclear about what is expected at Master's level, and proposed a framework of seven facets that indicate how students are expected to engage with Master's study. The facets and accompanying resources were designed to be discussion tools, to promote staff and student discussion of what is expected in their programme and subject. In a follow-up project at one university, a questionnaire was designed and distributed to postgraduate students asking them to rate their current level of ability against the skills and capabilities identified as facets for Master's level study. The project found students felt ill-prepared for particular aspects of Master's level study, with sub-group differences between disciplines. Master's courses are intensive and fast-moving, so this has implications for students' preparedness for successfully navigating through their programmes. Some suggestions on how students can be better briefed on what to expect are made.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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ISSN:0309-877X
1469-9486
DOI:10.1080/0309877X.2017.1359502