Using action research to explore postgraduate transition and develop disciplinary literacies for engineering students

Publication Type:
Conference Proceeding
2019, pp. 1 - 5 (5)
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Unprecedented changes in higher education in the 21st century both in teaching and learning practices and in student cohorts have contributed to the development of transition strategies and pedagogies for first year undergraduate students. However, there has been little acknowledgement of the need for similar approaches for commencing postgraduate students, despite research which indicates that postgraduate cohorts are very diverse and do not necessarily have the ‘expert status’ accorded to them. This is especially the case in engineering and IT faculties, where students from a multitude of undergraduate and language backgrounds enrol in postgraduate studies for a wide range of reasons. In response to this, we devised an initiative which seeks to scaffold support for postgraduate coursework engineering students in research practices, academic writing practices and problem-based learning. An action research approach has been adopted to implement this initiative, and we will encourage students to become participant researchers.
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