An early-stage personal development & planning course to engender effective self-management in PhDs
Research output: Chapter in Book/Report/Conference proceeding › Conference abstract in proceedings › Research › peer-review
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An early-stage personal development & planning course to engender effective self-management in PhDs. / Kobayashi, Sofie; Grumløse, Sine Penthin; Grout, Brian William Wilson; Rump, Camilla Østerberg.
Book of abstracts and extended summaries. 2011. p. 596-598.Research output: Chapter in Book/Report/Conference proceeding › Conference abstract in proceedings › Research › peer-review
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T1 - An early-stage personal development & planning course to engender effective self-management in PhDs
AU - Kobayashi, Sofie
AU - Grumløse, Sine Penthin
AU - Grout, Brian William Wilson
AU - Rump, Camilla Østerberg
N1 - Abstract accepted and presented at EARLI 2011 Conference
PY - 2011
Y1 - 2011
N2 - This study seeks to examine the lasting benefits of an induction course developed to support new postgraduate students in becoming ’self organising agents’ and managers of their own personal and professional development. A cohort of course participants were interviewed 18 months after they participated in the course, and the study shows that 50% of respondents continue to use tools and methods provided at the induction course, and that the course had supported them significantly to take charge and manage their own learning environment. This paper describes the rationale behind the course design based on a theoretical grounding in situated learning in communities of practice, and concludes with suggesting seven essential elements of the course: Self perception, Meeting PhD students as whole persons, Personal Development Planning – working with them, Intercultural, Safe haven - 5 days off campus residential, Inclusiveness – sense of belonging, Managing relationship with and reducing distance to supervisors. The study confirms that viewing research education in terms of situated learning, using a pedagogy which mobilizes the resources of the research (learning) environment, can support the development of PhD students to become self organising agents and enable them to take up opportunities available in their environment.
AB - This study seeks to examine the lasting benefits of an induction course developed to support new postgraduate students in becoming ’self organising agents’ and managers of their own personal and professional development. A cohort of course participants were interviewed 18 months after they participated in the course, and the study shows that 50% of respondents continue to use tools and methods provided at the induction course, and that the course had supported them significantly to take charge and manage their own learning environment. This paper describes the rationale behind the course design based on a theoretical grounding in situated learning in communities of practice, and concludes with suggesting seven essential elements of the course: Self perception, Meeting PhD students as whole persons, Personal Development Planning – working with them, Intercultural, Safe haven - 5 days off campus residential, Inclusiveness – sense of belonging, Managing relationship with and reducing distance to supervisors. The study confirms that viewing research education in terms of situated learning, using a pedagogy which mobilizes the resources of the research (learning) environment, can support the development of PhD students to become self organising agents and enable them to take up opportunities available in their environment.
M3 - Conference abstract in proceedings
SP - 596
EP - 598
BT - Book of abstracts and extended summaries
Y2 - 30 August 2011 through 3 September 2011
ER -
ID: 40503112