Consequences of Project Organisation in Graduate Education |
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| Authors: | Jens-Christian Smeby |
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| Institution: | 1. TEDI , The University of Queensland , Brisbane , Australia catherine.manathunga@vuw.ac.nz;3. CEDAM , The Australian National University , Canberra , Australia;4. UTS: Education , Sydney , Australia;5. Faculty of Education , University of Newcastle , Newcastle , Australia |
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| Abstract: | It is a common assumption that disciplinary differences in the organisation of research and knowledge structure have implications for graduate students' learning processes. The present study indicates, however, that even though the inclusion of master's degree students in faculty member's research projects are much more common in the natural sciences than in the humanities and the social sciences, such projects improve quality and effectiveness of graduate education in all fields of learning. Disciplinary differences imply, nevertheless, that projects should be organised differently. Graduate education in the humanities and the social sciences should be organised as research seminars and umbrella projects of individual student theses to a greater extent, rather than trying to apply a research organisation model developed in laboratory fields. |
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| Keywords: | honours Australia knowledge production curricula |
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