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Can peer learning support doctoral education? Evidence from an ethnography of a research team

Meschitti, Viviana (2018) Can peer learning support doctoral education? Evidence from an ethnography of a research team. Studies in Higher Education. ISSN 0307-5079

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Abstract

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.

Item Type: Article
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in Studies in Higher Education on 25 Jan 2018, available online: http://www.tandfonline.com/10.1080/03075079.2018.1427711
Uncontrolled Keywords: Peer learning, doctoral education, research team, activity theory, ethnography
Subjects: H Social Sciences > HD Industries. Land use. Labor > HD28 Management. Industrial Management
L Education > LB Theory and practice of education > LB2300 Higher Education
Schools: Huddersfield Business School
Related URLs:
Depositing User: Sally Hughes
Date Deposited: 26 Jan 2018 11:30
Last Modified: 26 Jan 2018 11:31
URI: http://eprints.hud.ac.uk/id/eprint/34375

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