Beyond Knowledge Exchange: Doctoral Training, Collaborative Research and Reflective Pedagogies in Human Geography

Autor/in	Peck, Sarah
Titel	Beyond Knowledge Exchange: Doctoral Training, Collaborative Research and Reflective Pedagogies in Human Geography
Quelle	In: Journal of Geography in Higher Education, 47 (2023) 1, S.29-36 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Peck, Sarah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8265
DOI	10.1080/03098265.2021.1956882
Schlagwörter	Doctoral Programs; Employment Potential; Educational Experience; Doctoral Students; Teaching Methods; Reflection; Student Research; College Role; Cooperation; Cooperative Learning; Foreign Countries; Human Geography; United Kingdom + Suchen Sie Ihr Suchwort? Doktorandenprogramm; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Bildungserfahrung; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Teaching method; Lehrmethode; Unterrichtsmethode; Studentenforschung; Co-operation; Kooperation; Kooperatives Lernen; Ausland; Humangeografie; Großbritannien
Abstract	This paper examines the pedagogies of collaborative doctoral education. Collaborative doctoral studentships link the academy to wider societal concerns and aim to address unease about employability post-PhD. Dominant discourses of collaboration by UK Research and Innovation (UKRI), and its associated research councils, give primacy to importance of knowledge exchange within doctoral education. By drawing on my own experiences of undertaking a collaborative studentship this paper articulates the benefits of a reflective pedagogical approach to collaborative studentships. This reflective pedagogy is both a way in which collective aims are potentially accomplished and an opportunity to understand more about the institutions, systems and environments in which the research relationship is embedded. This approach resonates with participatory geographies literature and this body of work can be drawn on to support collaborative students to explore the relational dynamics of the research process and reflect on the role of the university. A reflective approach highlights the importance of the relationships that are produced through collaborative research and it is by attending to these relationships that collaborative students can understand more about the inner socio-political worlds of both the academy and their non-academic partners (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01