Year: 2019
Type: article
Abstract: This paper presents a model of the challenges facing undergraduates transitioning to taught postgraduate studies developed from a grounded theory analysis of interviews with current and prospective taught postgraduates from a range of psychology programmes. The model reveals the importance of the visibility of current and recent taught postgraduates in influencing the decision making practices of prospective students. The process of transition to taught postgraduate studies is characterised by early decision making, as for many students graduation is no longer seen as the natural end point of their educational careers. Analysis also reveals that in spite of expectations of heavier workloads and increased intensity, the reality exceeds expectations. Key areas for support identified by participants include tailored study skills support and more clarity around what constitutes ‘masters’ level work.
Source: Psychology Teaching Review
Authors: Sue Becker, Darren Johnson, Paul Britton
Language: English
Subfield: General Health Professions
Field: Health Professions
Domain: Health Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W2945014598