Peer to peer support: the disappearing work in the doctoral student experience Export

@article{citeulike:4251329, abstract = {This paper reflects on the importance of study groups in contributing to a positive postgraduate experience and explores specific concepts, such as ‘disappearing behaviours’ in contrasting the ‘official’ languages of universities with the beneficial behaviours found through study groups. Additionally the paper advocates the systematic inclusion of strategies such as study groups in the postgraduate experience. Funding arrangements and research frameworks for higher education in Australia focus on student progress and completion, as well as comparison of research quality within and between universities. As a result, there is a significant emphasis on timely completion of postgraduate degrees. This paper posits that there is an apparent contradiction between the indicators of success in this area, such as completion rates and annual progress reports and the positive contribution that study groups can make to the doctoral student experience.}, author = {Devenish, Rosemerry and Dyer, Sylvia and Jefferson, Therese and Lord, Linley and van Leeuwen, Sue and Fazakerley, Victor}, citeulike-article-id = {4251329}, citeulike-linkout-0 = {http://dx.doi.org/10.1080/07294360802444362}, doi = {10.1080/07294360802444362}, journal = {Higher Education Research \& Development}, keywords = {research}, number = {1}, pages = {59--70}, posted-at = {2009-03-31 23:49:17}, priority = {2}, publisher = {Routledge}, title = {Peer to peer support: the disappearing work in the doctoral student experience}, url = {http://dx.doi.org/10.1080/07294360802444362}, volume = {28}, year = {2009} }

TY - JOUR ID - citeulike:4251329 L3 - citeulike-article-id:4251329 N2 - This paper reflects on the importance of study groups in contributing to a positive postgraduate experience and explores specific concepts, such as ‘disappearing behaviours’ in contrasting the ‘official’ languages of universities with the beneficial behaviours found through study groups. Additionally the paper advocates the systematic inclusion of strategies such as study groups in the postgraduate experience. Funding arrangements and research frameworks for higher education in Australia focus on student progress and completion, as well as comparison of research quality within and between universities. As a result, there is a significant emphasis on timely completion of postgraduate degrees. This paper posits that there is an apparent contradiction between the indicators of success in this area, such as completion rates and annual progress reports and the positive contribution that study groups can make to the doctoral student experience. IS - 1 JF - Higher Education Research & Development EP - 70 TI - Peer to peer support: the disappearing work in the doctoral student experience PB - Routledge VL - 28 SP - 59 KW - research AU - Devenish, Rosemerry AU - Dyer, Sylvia AU - Jefferson, Therese AU - Lord, Linley AU - van Leeuwen, Sue AU - Fazakerley, Victor PY - 2009/// UR - http://dx.doi.org/10.1080/07294360802444362 ER -