scholarly journals Interaction and learning in PhD supervision – a qualitative study of supervision with multiple supervisors

2013 ◽  
Vol 8 (14) ◽  
pp. 13-25
Author(s):  
Sofie Kobayashi ◽  
Brian Grout ◽  
Camilla Østerberg Rump
Keyword(s):  
Qualitative Study ◽  
Life Science ◽  
Learning Opportunities ◽  
Positioning Theory ◽  
Science Faculty ◽  
Phd Supervision ◽  
Supervisory Process

This paper presents a case of a single PhD supervision session with multiple supervisors from a life science faculty. The aim is to identify how learning opportunities are created. The supervisors and PhD student were interviewed about their experiences of the supervisory process. The session was analysed using positioning theory. Learning opportunities were created through the diverging voices of the supervisors. This is apparent from the interaction and confirmed in the interviews.Denne artikel omhandler en analyse af en vejledningssituation med flere vejledere fra et naturvidenskabeligt fakultet med det formål at identificere, hvordan der skabes læringsmuligheder gennem vejledningen. Sessionen blev analyseret vha. positioneringsteori, og vejledere og ph.d.-studerende blev efterfølgende interviewet om deres oplevelser af vejledningsforløbet. Læringsmuligheder skabes gennem divergerende stemmer i vejledningen, hvilket blev bekræftet gennem interviews.

Participation of Life-Science Faculty in Research Relationships with Industry

1996 ◽  
Vol 335 (23) ◽  
pp. 1734-1739 ◽  
Author(s):  
David Blumenthal ◽  
Eric G. Campbell ◽  
Nancyanne Causino ◽  
Karen Seashore Louis
Keyword(s):  
Life Science ◽  
Science Faculty ◽  
Research Relationships

scholarly journals Postgraduate work-based learning: a qualitative study

2019 ◽  
Vol 9 (4) ◽  
pp. 637-649
Author(s):  
Victoria Stewart ◽  
Matthew Campbell ◽  
Sara S. McMillan ◽  
Amanda J. Wheeler
Keyword(s):  
Qualitative Study ◽  
Lived Experience ◽  
Professional Practice ◽  
Phenomenological Approach ◽  
Learning Opportunities ◽  
Limited Attention ◽  
Content Type ◽  
Postgraduate Students ◽  
Interpretative Phenomenological Approach ◽  
The Impact

Purpose The purpose of this paper is to explore the experiences of students and teachers who had participated in a postgraduate work-based praxis course within a Master of mental health practice qualification. Design/methodology/approach This qualitative study used an interpretative phenomenological approach to understand the lived experience of students and course convenors participating in a work-based praxis course. Seven students and two convenors were recruited. Interview and reflective portfolio data were analysed thematically. Findings The main themes identified were the importance of planning, the value of partnerships, the significance of learning in the workplace and how the facilitation of work-based learning differs from coursework. Originality/value Work-based learning within postgraduate coursework qualifications can support higher-level learning, knowledge and skills has received limited attention in the literature. This study supported the value of providing postgraduate students with work-based learning opportunities, resulting in the application of new or advanced skills, within their existing work roles. This study is important, because it provides insights into the student experience of postgraduate work-based learning and the impact of this learning on professional practice.

scholarly journals GP Trainees experience of learning opportunities and support mechanisms on the GP training programme: a qualitative study

MedEdPublish ◽  
2020 ◽  
Vol 9 (1) ◽  
Author(s):  
Nadia Fisher-Plum ◽  
Catherine Woods ◽  
Johnny Lyon-Maris ◽  
Sally Curtis ◽  
Geraldine Leydon ◽  
...  
Keyword(s):  
Qualitative Study ◽  
Training Programme ◽  
Learning Opportunities ◽  
Support Mechanisms ◽  
Gp Training

scholarly journals Science Instructors' Views of Science and Nature of Science

2014 ◽  
Author(s):  
Mehmet Karakas
Keyword(s):  
Qualitative Study ◽  
Nature Of Science ◽  
Scientific Inquiry ◽  
Earth Science ◽  
Science Faculty ◽  
Science Courses ◽  
College Science ◽  
Science Instructors ◽  
Undergraduate Science

This qualitative study examined how college science faculty who teach introductory level undergraduate science courses including the fields of chemistry, biology, physics, and earth science, understand and define science and nature of science (NOS). Participants were seventeen science instructors from five different institutions in the northeastern U.S. and all of them were interviewed. Consistent with previous research, the findings revealed that the participants in this study held sophisticated and complex conceptions of NOS. In some instances their views were in line with the views promoted by science philosophers, and in other instances their views were more mixed and naive. Findings show that engaging in scientific inquiry is not enough to ensure informed conceptions of NOS.

scholarly journals Families Visit the Museum: A Study on Family Interactions and Conversations at the Museum of the Universe – Rio de Janeiro (Brazil)

2021 ◽  
Vol 6 ◽  
Author(s):  
Luisa Massarani ◽  
Jessica Norberto Rocha ◽  
Graziele Scalfi ◽  
Yan Silveira ◽  
Wailã Cruz ◽  
...  
Keyword(s):  
Qualitative Study ◽  
Rio De Janeiro ◽  
Learning Opportunities ◽  
Family Interactions ◽  
Research Protocol ◽  
Audiovisual Material ◽  
Group Members ◽  
Museum Experience ◽  
The City ◽  
The Universe

In this quantitative and qualitative study, we present our analysis on the interactions and conversations of ten families during a visit to the Museum of the Universe, at the Planetarium Foundation of the City of Rio de Janeiro (Brazil). The study of conversations provides a considerable opportunity to address gaps in our current understanding on how families interact and learn in museum environments. The visits were recorded using a subjective camera, and the audiovisual material was analyzed based on a research protocol that combines theoretical and empirical aspects of the visitors’ museum experience. We identified that most of the interactions during the visit occurred between family members and between them and the exhibition, through interactive activities and moments of contemplation. Parents/caregivers played an important role in maximizing the children's learning opportunities as they interacted and talked about the exhibits. The conversations were related to science topics, especially astronomy, as well as aspects on how to operate the exhibition modules. The results suggest that the Museum of the Universe has become a platform for families to share experiences, discuss and develop specific ideas, knowledge and concepts about astronomy, enriching the group members’ awareness.

Experiential-Learning Opportunities Enhance Engagement in Pipeline Program: A Qualitative Study of the Doctors of Tomorrow Summer Internship Program

2020 ◽  
Vol 112 (1) ◽  
pp. 15-23
Author(s):  
Lulia A. Kana ◽  
Carol Noronha ◽  
Sarah Diamond ◽  
Matthew Pun ◽  
Michael T. Broderick ◽  
...  
Keyword(s):  
Qualitative Study ◽  
Experiential Learning ◽  
Learning Opportunities ◽  
Pipeline Program

scholarly journals The Practice of Hiring, Training and Promoting Less-Educated Workers in Malaysian-Based Manufacturing Companies

2016 ◽  
Vol 12 (5) ◽  
pp. 118
Author(s):  
Azmir Mohd Yunus ◽  
Ab. Rahim Bakar ◽  
Azimi Hamzah ◽  
Wan Marzuki Wan Jaafar
Keyword(s):  
Qualitative Study ◽  
Formal Education ◽  
Learning Opportunities ◽  
Career Progression ◽  
Manufacturing Companies ◽  
Steel Company ◽  
Entry Level ◽  
Automotive Company ◽  
Education Data ◽  
Low Levels

<p>This paper reports a qualitative study on the experience of Malaysian employers in hiring, training, and promoting workers with low levels of formal education. Data for this study were obtained from interviews with six individuals who have experience in hiring and supervising less-educated workers. They are managers and executives from three different manufacturing companies: a fabric company, a steel company, and an automotive company. The findings show that less-educated workers are hired for entry-level jobs because they are less demanding and are more likely to stay at the same company for a longer period of time. To compensate for the workers’ lack of education, the employers provide learning opportunities, mostly through on-the-job training. Lack of education is not a barrier to career progression at these companies, because workers are promoted based on performance rather than qualifications.<strong></strong></p>

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