A framework of postgraduate collaboration: postgraduate collaborative space in a UK university

Research output: Contribution to JournalArticle

Abstract

A notable trend in UK universities has been the introduction of new collaborative learning spaces for postgraduate students, which provide space for students to interact with each other, study together, and collaborate. However, it is unclear what definition of ‘collaboration’ is driving the creation of these spaces and the types of activities expected to take place in them. This article provides an analysis of doctoral students’ understandings of ‘collaboration’ and collaborative space. The study involves focus groups with 24 doctoral students at a UK university. From an inductive thematic analysis, a framework of four types of collaboration is constructed, and it is seen that doctoral students want elements of each of these types of collaboration to be catered for by the spaces offered at their institution. The idea of PhD ‘collaboration’ needs to be broadened, so that a wider array of collaborations can be provided for and fostered by universities.
Original languageEnglish
Article number3
Pages (from-to)446-458
Number of pages13
JournalStudies in Higher Education
Volume44
Issue number3
Early online date8 Sep 2017
DOIs
Publication statusPublished - 4 Mar 2019

Fingerprint

university
student
trend
learning
Group

Keywords

  • Collaborative work
  • PhD
  • doctoral education
  • doctoral study
  • group work

Cite this

@article{e7923c5234d242fbb2c913bf1b96ad11,
title = "A framework of postgraduate collaboration: postgraduate collaborative space in a UK university",
abstract = "A notable trend in UK universities has been the introduction of new collaborative learning spaces for postgraduate students, which provide space for students to interact with each other, study together, and collaborate. However, it is unclear what definition of ‘collaboration’ is driving the creation of these spaces and the types of activities expected to take place in them. This article provides an analysis of doctoral students’ understandings of ‘collaboration’ and collaborative space. The study involves focus groups with 24 doctoral students at a UK university. From an inductive thematic analysis, a framework of four types of collaboration is constructed, and it is seen that doctoral students want elements of each of these types of collaboration to be catered for by the spaces offered at their institution. The idea of PhD ‘collaboration’ needs to be broadened, so that a wider array of collaborations can be provided for and fostered by universities.",
keywords = "Collaborative work, PhD, doctoral education, doctoral study, group work",
author = "Siobhan Dytham",
year = "2019",
month = "3",
day = "4",
doi = "10.1080/03075079.2017.1371688",
language = "English",
volume = "44",
pages = "446--458",
journal = "Studies in Higher Education",
issn = "0307-5079",
publisher = "Taylor & Francis",
number = "3",

}

A framework of postgraduate collaboration: postgraduate collaborative space in a UK university. / Dytham, Siobhan.

In: Studies in Higher Education, Vol. 44, No. 3, 3, 04.03.2019, p. 446-458.

Research output: Contribution to JournalArticle

TY - JOUR

T1 - A framework of postgraduate collaboration: postgraduate collaborative space in a UK university

AU - Dytham, Siobhan

PY - 2019/3/4

Y1 - 2019/3/4

N2 - A notable trend in UK universities has been the introduction of new collaborative learning spaces for postgraduate students, which provide space for students to interact with each other, study together, and collaborate. However, it is unclear what definition of ‘collaboration’ is driving the creation of these spaces and the types of activities expected to take place in them. This article provides an analysis of doctoral students’ understandings of ‘collaboration’ and collaborative space. The study involves focus groups with 24 doctoral students at a UK university. From an inductive thematic analysis, a framework of four types of collaboration is constructed, and it is seen that doctoral students want elements of each of these types of collaboration to be catered for by the spaces offered at their institution. The idea of PhD ‘collaboration’ needs to be broadened, so that a wider array of collaborations can be provided for and fostered by universities.

AB - A notable trend in UK universities has been the introduction of new collaborative learning spaces for postgraduate students, which provide space for students to interact with each other, study together, and collaborate. However, it is unclear what definition of ‘collaboration’ is driving the creation of these spaces and the types of activities expected to take place in them. This article provides an analysis of doctoral students’ understandings of ‘collaboration’ and collaborative space. The study involves focus groups with 24 doctoral students at a UK university. From an inductive thematic analysis, a framework of four types of collaboration is constructed, and it is seen that doctoral students want elements of each of these types of collaboration to be catered for by the spaces offered at their institution. The idea of PhD ‘collaboration’ needs to be broadened, so that a wider array of collaborations can be provided for and fostered by universities.

KW - Collaborative work

KW - PhD

KW - doctoral education

KW - doctoral study

KW - group work

UR - http://www.mendeley.com/research/framework-postgraduate-collaboration-postgraduate-collaborative-space-uk-university

U2 - 10.1080/03075079.2017.1371688

DO - 10.1080/03075079.2017.1371688

M3 - Article

VL - 44

SP - 446

EP - 458

JO - Studies in Higher Education

JF - Studies in Higher Education

SN - 0307-5079

IS - 3

M1 - 3

ER -