Article in Journal ()
McPherson C, Punch S & Graham E (2017) Transitions from Undergraduate to Taught Postgraduate Study: Emotion, Integration and Ambiguity, Journal of Perspectives in Applied Academic Practice, 5 (2), pp. 42-50.
The notion and terminology of ‘transition(s)’ have long dominated discussions of pathways from youth to adulthood and have increasingly come to characterise the educational journeys people make, with a strong emphasis on the shift from schooling to undergraduate study. However, the transitional experiences of postgraduate students have been significantly overlooked with powerful presumptions around postgraduate students being educational ‘experts’ and ‘naturals’ obscuring the often highly challenging nature of their transitions. The lack of literature in this field is most pronounced around the taught postgraduate (PGT) population, about whom the least is known. This is due in part to ambiguousness around PGT study itself (Glazer-Raymo, 2005) which falls between the clearly-defined undergraduate and doctoral degrees, and has been declared as the “forgotten sector” (Millward, 2015) of higher education.
taught postgraduates; educational transitions; institutional practices; integration
|Authors||McPherson Charlotte, Punch Samantha, Graham Elizabeth-Anne|
|Date accepted by journal||14/05/2017|
|Publisher||Edinburgh Napier University|
Journal of Perspectives in Applied Academic Practice: Volume 5, Issue 2