Enhanced learning pathways and support for coursework master's students: challenges and opportunities |
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| Authors: | Margaret Kiley Jim Cumming |
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| Institution: | 1. Research School of Humanities and the Arts, The Australian National University, Canberra, Australia;2. School of Education, University of Newcastle, NSW, Australia;3. Centre for Higher Education, Learning and Teaching, The Australian National University, Canberra, Australia |
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| Abstract: | The focus of this paper is on student learning pathways – with particular reference to the factors motivating coursework master's students to seek entry to a doctoral programme – along with the implications for higher education policy and practice. It is argued nationally and internationally that although a number of challenges continue to confront those with responsibility for teaching and supervising coursework master's students, there are opportunities for renewal especially in terms of the provision of enhanced student support. Located within an international context of postgraduate education, a case study from Australia is provided to highlight the need for more flexible doctoral pathways at a time when calls for revitalised and expanded research workforces are intensifying. |
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| Keywords: | coursework master's degree doctoral education higher education policy postgraduate education research training |
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