How Does Completing a Dissertation Transform Undergraduate Students' Understandings of Disciplinary Knowledge?

Autor/inn/en	Ashwin, Paul; Abbas, Andrea; McLean, Monica
Titel	How Does Completing a Dissertation Transform Undergraduate Students' Understandings of Disciplinary Knowledge?
Quelle	In: Assessment & Evaluation in Higher Education, 42 (2017) 4, S.517-530 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ashwin, Paul)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2016.1154501
Schlagwörter	Undergraduate Students; Theses; Intellectual Disciplines; Student Development; Student Research; Sociology; Foreign Countries; Case Studies; Semi Structured Interviews; United Kingdom + Suchen Sie Ihr Suchwort? These; Geisteswissenschaften; Studentenforschung; Soziologie; Ausland; Case study; Fallstudie; Case Study; Großbritannien
Abstract	Dissertations are positioned as the capstone of an undergraduate degree, bringing together what students have previously learned from their programmes through a piece of independent research. However, there is limited research into the ways in which engaging in a dissertation has an impact on students' understandings of disciplinary knowledge. In this article, we explore the relations between students' accounts of sociological knowledge in their second and third years and how they engage with sociological knowledge in their dissertations. We argue that for the work of the dissertation to have an impact on students' understanding of sociological knowledge, students need to see their discipline as providing a way of answering their research questions. We explore the implications of this argument for both our understanding of the role of dissertations and research-based learning in universities more generally. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01