Mapping the challenges in making the transition to taught postgraduate study in Psychology
Becker, S. (2019) Mapping the challenges in making the transition to taught postgraduate study in Psychology. Psychology Teaching Review, 25 (1). ISSN 0965-948X
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Abstract
The 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.
| Item Type: | Article |
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| Additional Information: | © 2019 British Psychological Society. This is an author accepted manuscript of a paper subsequently published in Psychology Teaching Review. Uploaded in accordance with the publisher's self-archiving policy. |
| Keywords: | Taught postgraduate, Transition, Grounded Theory, Peer support |
| Divisions: | School of Social Science |
| Depositing User: | Sue Becker |
| Date Deposited: | 16 Apr 2019 15:35 |
| Last Modified: | 06 Jan 2021 13:52 |
| URI: | https://bgro.repository.guildhe.ac.uk/id/eprint/472 |
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