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How does completing a dissertation transform undergraduate students’ understandings of disciplinary knowledge?

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How does completing a dissertation transform undergraduate students’ understandings of disciplinary knowledge? / Ashwin, Paul William Hamilton; Abbas, Andrea; McLean, Monica.

In: Assessment and Evaluation in Higher Education, Vol. 42, No. 4, 2017, p. 517-530.

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Ashwin, Paul William Hamilton ; Abbas, Andrea ; McLean, Monica. / How does completing a dissertation transform undergraduate students’ understandings of disciplinary knowledge?. In: Assessment and Evaluation in Higher Education. 2017 ; Vol. 42, No. 4. pp. 517-530.

Bibtex

@article{482ce2b43f034a5487889d29dac2f7be,
title = "How does completing a dissertation transform undergraduate students{\textquoteright} understandings of disciplinary knowledge?",
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{\textquoteright} understandings of disciplinary knowledge. In this article, we explore the relations between students{\textquoteright} 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{\textquoteright} 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.",
keywords = "dissertations, academic knowledge, students, sociology",
author = "Ashwin, {Paul William Hamilton} and Andrea Abbas and Monica McLean",
note = "This is an Accepted Manuscript of an article published by Taylor & Francis in Assessment and Evaluation in Higher Education on 07/03/2016, available online: http://wwww.tandfonline.com/10.1080/02602938.2016.1154501",
year = "2017",
doi = "10.1080/02602938.2016.1154501",
language = "English",
volume = "42",
pages = "517--530",
journal = "Assessment and Evaluation in Higher Education",
issn = "0260-2938",
publisher = "Taylor and Francis Ltd.",
number = "4",

}

RIS

TY - JOUR

T1 - How does completing a dissertation transform undergraduate students’ understandings of disciplinary knowledge?

AU - Ashwin, Paul William Hamilton

AU - Abbas, Andrea

AU - McLean, Monica

N1 - This is an Accepted Manuscript of an article published by Taylor & Francis in Assessment and Evaluation in Higher Education on 07/03/2016, available online: http://wwww.tandfonline.com/10.1080/02602938.2016.1154501

PY - 2017

Y1 - 2017

N2 - 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.

AB - 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.

KW - dissertations

KW - academic knowledge

KW - students

KW - sociology

U2 - 10.1080/02602938.2016.1154501

DO - 10.1080/02602938.2016.1154501

M3 - Journal article

VL - 42

SP - 517

EP - 530

JO - Assessment and Evaluation in Higher Education

JF - Assessment and Evaluation in Higher Education

SN - 0260-2938

IS - 4

ER -