Journal article
Publishing not perishing: How research students transition from novice to knowledgeable using systematic quantitative literature reviews
Studies in Higher Education, Vol.40(10), pp.1756-1769
2015
Abstract
Current understandings suggest that three aspects of writing practice underpin the research student publication process: knowledge creation, text production and identity formation. Publishing a literature review is the first opportunity most students have to publish. This article compares the pedagogical benefits of different literature review methods. It discusses why narrative reviews are challenging for novices both in terms of process and outcomes (publications) whereas other types of reviews, such as meta-analyses, are the province of multi-skilled teams working intensively for extended periods. Case studies are used to highlight how a new systematic quantitative literature review method, developed for the social and natural sciences, is beneficial as students can more readily create knowledge, produce text, and so transition from novice to knowledgeable and publish rather than perish.
Details
- Title
- Publishing not perishing: How research students transition from novice to knowledgeable using systematic quantitative literature reviews
- Authors/Creators
- C. Pickering (Author/Creator)J. Grignon (Author/Creator)R. Steven (Author/Creator)D. Guitart (Author/Creator)J. Byrne (Author/Creator)
- Publication Details
- Studies in Higher Education, Vol.40(10), pp.1756-1769
- Publisher
- Taylor & Francis
- Identifiers
- 991005540176107891
- Murdoch Affiliation
- Murdoch University
- Language
- English
- Resource Type
- Journal article
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- Citation topics
- 1 Clinical & Life Sciences
- 1.155 Medical Ethics
- 1.155.611 Evidence Based Medicine
- Web Of Science research areas
- Education & Educational Research
- ESI research areas
- Social Sciences, general