From knowledge acquisition to knowledge production: Issues with Australian honours curricula

Manathunga, C; Kiley, M; Boud, D; Cantwell, R

From knowledge acquisition to knowledge production: Issues with Australian honours curricula

Manathunga, C Kiley, M Boud, D

Cantwell, R

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Publication Type:: Journal Article
Citation:: Teaching in Higher Education, 2012, 17 (2), pp. 139 - 151
Issue Date:: 2012-04-01

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Field	Value	Language
dc.contributor.author	Manathunga, C	en_US
dc.contributor.author	Kiley, M	en_US
dc.contributor.author	Boud, D https://orcid.org/0000-0002-6883-2722	en_US
dc.contributor.author	Cantwell, R	en_US
dc.date.issued	2012-04-01	en_US
dc.identifier.citation	Teaching in Higher Education, 2012, 17 (2), pp. 139 - 151	en_US
dc.identifier.issn	1356-2517	en_US
dc.identifier.uri	http://hdl.handle.net/10453/26391
dc.description.abstract	Although there have been increasing attempts to involve undergraduate students in conducting research, a pivotal moment when students engage in knowledge production is during honours programmes. Honours programmes, particularly those in Australia, seek to develop students' capacity to engage in higher order thinking that may lead to knowledge production. This transition is facilitated through advanced disciplinary knowledge, research training and a research project. However, there is a pedagogical tension between requiring students to engage in this deeper level of inquiry at the same time as they complete a heavy knowledge acquisition load. This paper explores how a number of disciplines in Australia balance these elements of the honours curricula. It argues that the combination of these curriculum goals can make it difficult for students to apply the knowledge they have gained in advanced disciplinary and research training courses to their research project work. This has serious implications for honours programmes. © 2012 Copyright Taylor and Francis Group, LLC.	en_US
dc.relation.ispartof	Teaching in Higher Education	en_US
dc.relation.isbasedon	10.1080/13562517.2011.590981	en_US
dc.subject.classification	Education	en_US
dc.title	From knowledge acquisition to knowledge production: Issues with Australian honours curricula	en_US
dc.type	Journal Article
utslib.citation.volume	2	en_US
utslib.citation.volume	17	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	1301 Education Systems	en_US
utslib.for	1303 Specialist Studies in Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/FASS Faculty Administration
utslib.copyright.status	open_access
pubs.issue	2	en_US
pubs.publication-status	Published	en_US
pubs.volume	17	en_US

Abstract:

Although there have been increasing attempts to involve undergraduate students in conducting research, a pivotal moment when students engage in knowledge production is during honours programmes. Honours programmes, particularly those in Australia, seek to develop students' capacity to engage in higher order thinking that may lead to knowledge production. This transition is facilitated through advanced disciplinary knowledge, research training and a research project. However, there is a pedagogical tension between requiring students to engage in this deeper level of inquiry at the same time as they complete a heavy knowledge acquisition load. This paper explores how a number of disciplines in Australia balance these elements of the honours curricula. It argues that the combination of these curriculum goals can make it difficult for students to apply the knowledge they have gained in advanced disciplinary and research training courses to their research project work. This has serious implications for honours programmes. © 2012 Copyright Taylor and Francis Group, LLC.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/26391