Making Sense of the Combined Degree Experience: The Example of Criminology Double Degrees

Autor/inn/en	Wimshurst, Kerry; Manning, Matthew
Titel	Making Sense of the Combined Degree Experience: The Example of Criminology Double Degrees
Quelle	In: Studies in Higher Education, 42 (2017) 4, S.669-684 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2015.1067605
Schlagwörter	Criminology; Dual Enrollment; Mixed Methods Research; Epistemology; Student Experience; Foreign Countries; Correctional Rehabilitation; Quasiexperimental Design; Undergraduate Students; Comparative Analysis; Crime; Semi Structured Interviews; Australia + Suchen Sie Ihr Suchwort? Kriminologie; Doppelstudium; Erkenntnistheorie; Studienerfahrung; Ausland; Crimes; Delict; Delicts; Delikt; Australien
Abstract	Little research has been undertaken on student experiences of combined degrees. The few studies report that a considerable number of students experienced difficulty with the contrasting epistemic/disciplinary demands of the component programmes. A mixed-methods approach was employed to explore the experiences of graduates from four double degrees that combine criminology with a second degree. While participants experienced epistemological uncertainties, most worked out ways, individually and in groups, to accommodate the tensions associated with combined degree study and to make sense of their experiences. A common means of coping was to enlist the disciplinary perspectives of one field as a lens to make sense of the other. At the same time, participants reported that there was little in the way of curriculum and pedagogical provisions to help them to establish connections between their degrees. As one participant stated, "it was all [done] on our own". (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01