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.
|Document Title:||Peer to peer support: the disappearing work in the doctoral student experience|
|Journal:||Higher Education Research and Development|
|No. of Pages:||59-70|
|Document Type:||Journal Article (Peer Reviewed)|
|Subject Area:||Contributory Studies and Research Approaches|
|Keywords:||Doctoral Students, Funding Policy, Peer Coaching, Progress Reporting; Study Groups|
|Date Added:||15 August 2011|