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

Catherine Manathunga; Margaret Kiley; David Boud; Robert Cantwell

doi:10.1080/13562517.2011.590981

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

Journal article

Peer reviewed

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

Catherine Manathunga, Margaret Kiley, David Boud and Robert Cantwell

Teaching in Higher Education, Vol.17(2), pp.139-151

2012

DOI: https://doi.org/10.1080/13562517.2011.590981

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Abstract

Australia

curricula

Honours

knowledge production

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.

Details

Title: From knowledge acquisition to knowledge production: Issues with Australian honours curricula
Authors: Catherine Manathunga (Author) - University of Queensland
Margaret Kiley (Author) - Australian National University
David Boud (Author) - University of Technology Sydney
Robert Cantwell (Author) - University of Newcastle
Publication details: Teaching in Higher Education, Vol.17(2), pp.139-151
Publisher: Routledge
Date published: 2012
DOI: 10.1080/13562517.2011.590981
ISSN: 1356-2517
Organisation Unit: School of Education - Legacy; Indigenous and Transcultural Research Centre; School of Education and Tertiary Access; University of the Sunshine Coast, Queensland
Language: English
Record Identifier: 99450653602621
Output Type: Journal article

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