Students who have successfully completed undergraduate degree programmes, can study at masters level, should they choose to. The move to this next, higher level of study involves a number of transitions and changes.
Published in Chapter:
Students as Peer Researchers: Lessons From Exploring Lived Experiences of Social Divisions in Relation to Postgraduate Education
Louise Warwick-Booth (Leeds Beckett University, UK),
Susan Coan (Leeds Beckett University, UK),
Sara Rushworth (Leeds Beckett University, UK),
Samantha Davies (Leeds Beckett University, UK),
Ruth Cross (Leeds Beckett University, UK),
Simon Rowlands (Leeds Beckett University, UK),
Muhammad Sanusi Ismaila (Leeds Beckett University, UK),
Ekwutosi Uneke (Leeds Beckett University, UK),
Olamide Inioluwa Osoro (Leeds Beckett University, UK),
Dolapo Oladele (Leeds Beckett University, UK), and
Jake Wagland (Leeds Beckett University, UK)
Copyright: © 2023
|Pages: 21
DOI: 10.4018/978-1-6684-8198-1.ch012
Abstract
This chapter reports learning from students participating as peer researchers in a pedagogically focused study. The chapter documents the peer research model used, its challenges, and its successes, to add to the evidence base about the reality of using participatory approaches, specifically with and for students. The chapter details findings from a study about the lived experiences of postgraduate students as they transition into learning at master's level. By exploring experiences qualitatively through the voices of students, lessons about the ways in which these inform lived experiences, enable better understanding of the wider circumstances affecting postgraduate student transitions, and their associated support needs are detailed. This chapter adds to the evidence base around postgraduate student transitions.