A Comparison between the Conceptions of Research of Candidates Enrolled for Standard PhD and Integrated PhD Programmes

Autor/inn/en	Shan, Hairong; Ayers, Natasha; Kiley, Margaret
Titel	A Comparison between the Conceptions of Research of Candidates Enrolled for Standard PhD and Integrated PhD Programmes
Quelle	In: Innovations in Education and Teaching International, 57 (2020) 6, S.736-745 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2020.1734477
Schlagwörter	Comparative Analysis; Doctoral Programs; Doctoral Students; Student Research; Universities; Student Attitudes; Student Motivation; Research Training; Foreign Countries; Scaffolding (Teaching Technique); Honors Curriculum; Work Experience; Student Characteristics; Program Descriptions; Integrated Curriculum; Australia + Suchen Sie Ihr Suchwort? Doktorandenprogramm; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Studentenforschung; University; Universität; Schülerverhalten; Schulische Motivation; Ausland; Employment experience; Job experience; Occupational experience; Berufserfahrung; Australien
Abstract	Conceptions of research, which lead to approaches to research, provide useful insights into how candidates think about research. In terms of doctoral candidate development, understanding and appreciating these various conceptions can assist in supporting candidate learning. This study evaluated differences in conceptions of research between PhD candidates commencing at an Australian university in the standard PhD programme, and those in a new structured programme termed the Integrated PhD. An online survey was distributed to both cohorts and as the findings showed, respondents' conceptions of research were not significantly different for most categories, except Research as testing by data/experiment. Other key differences between the cohorts included their motivations for undertaking a PhD and the type of learning assistance required. The results highlight the need for structured support to help develop candidates' understandings of knowledge creation and to recognise the variations in candidates' conceptions of research and hence their research learning approaches. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01