Can peer learning support doctoral education? Evidence from an ethnography of a research team

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

This paper focuses on peer learning as a process to develop PhD students’ disciplinary and scholarly skills. PhD students’ experience is not usually framed in terms of peer learning, because peer learning is more often studied and applied at the undergraduate level. This contribution builds on an ethnography of a research team to show the potential of peer learning over the course of the doctorate. A socio-constructivist conceptualisation of learning, inspired by activity theory, guides the analysis. The contribution of this paper is threefold. First, it proposes an original definition of learning that highlights process and practice, and shows how to work with it. Second, it demonstrates how peer learning unfolds in the interplay between structured and emergent types of interactions. Third, it provides scholars with insights into the conditions facilitating peer learning and stimulates debate around the initiatives that institutions can put in place to support PhD students.
Original languageEnglish
Pages (from-to)1209-1221
Number of pages13
JournalStudies in Higher Education
Volume44
Issue number7
Early online date25 Jan 2018
DOIs
Publication statusPublished - Jun 2019

Fingerprint

ethnography
learning
evidence
education
student
interaction
experience

Cite this

@article{aa25c4d5c3a54b0ea69a7c2fb40bf21e,
title = "Can peer learning support doctoral education? Evidence from an ethnography of a research team",
abstract = "This paper focuses on peer learning as a process to develop PhD students’ disciplinary and scholarly skills. PhD students’ experience is not usually framed in terms of peer learning, because peer learning is more often studied and applied at the undergraduate level. This contribution builds on an ethnography of a research team to show the potential of peer learning over the course of the doctorate. A socio-constructivist conceptualisation of learning, inspired by activity theory, guides the analysis. The contribution of this paper is threefold. First, it proposes an original definition of learning that highlights process and practice, and shows how to work with it. Second, it demonstrates how peer learning unfolds in the interplay between structured and emergent types of interactions. Third, it provides scholars with insights into the conditions facilitating peer learning and stimulates debate around the initiatives that institutions can put in place to support PhD students.",
keywords = "Peer learning, Doctoral education, Research team, Activity theory, Ethnography",
author = "Viviana Meschitti",
note = "This is an Accepted Manuscript of an article published by Taylor & Francis in Studies in Higher Education on 25 Jan 2018, available online: http://www.tandfonline.com/10.1080/03075079.2018.1427711",
year = "2019",
month = "6",
doi = "10.1080/03075079.2018.1427711",
language = "English",
volume = "44",
pages = "1209--1221",
journal = "Studies in Higher Education",
issn = "0307-5079",
publisher = "Routledge",
number = "7",

}

Can peer learning support doctoral education? Evidence from an ethnography of a research team. / Meschitti, Viviana.

In: Studies in Higher Education, Vol. 44, No. 7, 06.2019, p. 1209-1221.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Can peer learning support doctoral education? Evidence from an ethnography of a research team

AU - Meschitti, Viviana

N1 - This is an Accepted Manuscript of an article published by Taylor & Francis in Studies in Higher Education on 25 Jan 2018, available online: http://www.tandfonline.com/10.1080/03075079.2018.1427711

PY - 2019/6

Y1 - 2019/6

N2 - This paper focuses on peer learning as a process to develop PhD students’ disciplinary and scholarly skills. PhD students’ experience is not usually framed in terms of peer learning, because peer learning is more often studied and applied at the undergraduate level. This contribution builds on an ethnography of a research team to show the potential of peer learning over the course of the doctorate. A socio-constructivist conceptualisation of learning, inspired by activity theory, guides the analysis. The contribution of this paper is threefold. First, it proposes an original definition of learning that highlights process and practice, and shows how to work with it. Second, it demonstrates how peer learning unfolds in the interplay between structured and emergent types of interactions. Third, it provides scholars with insights into the conditions facilitating peer learning and stimulates debate around the initiatives that institutions can put in place to support PhD students.

AB - This paper focuses on peer learning as a process to develop PhD students’ disciplinary and scholarly skills. PhD students’ experience is not usually framed in terms of peer learning, because peer learning is more often studied and applied at the undergraduate level. This contribution builds on an ethnography of a research team to show the potential of peer learning over the course of the doctorate. A socio-constructivist conceptualisation of learning, inspired by activity theory, guides the analysis. The contribution of this paper is threefold. First, it proposes an original definition of learning that highlights process and practice, and shows how to work with it. Second, it demonstrates how peer learning unfolds in the interplay between structured and emergent types of interactions. Third, it provides scholars with insights into the conditions facilitating peer learning and stimulates debate around the initiatives that institutions can put in place to support PhD students.

KW - Peer learning

KW - Doctoral education

KW - Research team

KW - Activity theory

KW - Ethnography

UR - http://www.scopus.com/inward/record.url?scp=85041103063&partnerID=8YFLogxK

U2 - 10.1080/03075079.2018.1427711

DO - 10.1080/03075079.2018.1427711

M3 - Article

VL - 44

SP - 1209

EP - 1221

JO - Studies in Higher Education

JF - Studies in Higher Education

SN - 0307-5079

IS - 7

ER -