Academic Staff as 'Transition Managers' in Interdisciplinary, International MA Education: A Danish Case Study

Autor/in	Tange, Hanne
Titel	Academic Staff as 'Transition Managers' in Interdisciplinary, International MA Education: A Danish Case Study
Quelle	In: Learning and Teaching: The International Journal of Higher Education in the Social Sciences, 12 (2019) 2, S.44-67 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tange, Hanne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1755-2273
Schlagwörter	Interdisciplinary Approach; Teaching Methods; Socialization; College Faculty; Student Adjustment; International Education; Case Studies; Student Diversity; Teacher Role; Intellectual Disciplines; Graduate Students; Masters Programs; Teacher Attitudes; Foreign Countries; Foreign Students; Denmark + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching method; Lehrmethode; Unterrichtsmethode; Socialisation; Sozialisation; Fakultät; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Internationale Erziehung; Case study; Fallstudie; Case Study; Lehrerrolle; Geisteswissenschaften; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Magister course; Magisterstudiengang; Lehrerverhalten; Ausland; Dänemark
Abstract	The article builds on an empirical study of knowledge practices in international, interdisciplinary MA education, foregrounding the role of academic staff in identifying and explicating academic norms to students recruited from different subject areas and institutions. A central theme is transition, which refers to the state of liminality that postgraduates can experience when new to a discipline, institution and sociocultural context. I argue for lecturers as 'transition managers' who may ease students' transfer into an unfamiliar academic culture. This argument is explored in an analysis of interview data collected from four MA courses, which suggests that lecturers' transition management involves an awareness of classroom diversity, an acceptance of responsibility for academic socialisation and the development of new pedagogic practices. (As Provided).
Anmerkungen	Berghahn Journals. 20 Jay Street Suite 512, Brooklyn, NY 11201. Tel: 212-233-6004; Fax: 212-233-6007; e-mail: journals@berghahnbooks.com; Web site: http://www.journals.berghahnbooks.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01