From knowledge acquisition to knowledge production: Issues with Australian honours curricula

Manathunga,C, Kiley,M, Boud,D and Cantwell,R 2012, From knowledge acquisition to knowledge production: Issues with Australian honours curricula, Teaching in higher education, vol. 17, no. 2, pp. 139-151, doi: 10.1080/13562517.2011.590981.

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Title From knowledge acquisition to knowledge production: Issues with Australian honours curricula
Author(s) Manathunga,C
Boud,DORCID iD for Boud,D
Journal name Teaching in higher education
Volume number 17
Issue number 2
Start page 139
End page 151
Total pages 13
Publisher Taylor & Francis
Place of publication London, Eng.
Publication date 2012-04
ISSN 1356-2517
Keyword(s) Australia
knowledge production
Social Sciences
Education & Educational Research
Summary Although there have been increasing attempts to involve undergraduate students in conducting research, a pivotal moment when students engage in knowledge production is during honours programmes. Honours programmes, particularly those in Australia, seek to develop students' capacity to engage in higher order thinking that may lead to knowledge production. This transition is facilitated through advanced disciplinary knowledge, research training and a research project. However, there is a pedagogical tension between requiring students to engage in this deeper level of inquiry at the same time as they complete a heavy knowledge acquisition load. This paper explores how a number of disciplines in Australia balance these elements of the honours curricula. It argues that the combination of these curriculum goals can make it difficult for students to apply the knowledge they have gained in advanced disciplinary and research training courses to their research project work. This has serious implications for honours programmes. © 2012 Copyright Taylor and Francis Group, LLC.
Language eng
DOI 10.1080/13562517.2011.590981
Field of Research 130103 Higher Education
130303 Education Assessment and Evaluation
Socio Economic Objective 930101 Learner and Learning Achievement
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2012, Taylor & Francis
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