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15 MARCH 2011

ListAssist: peer-reviewed reading list service for Emerald subscribers

"Emerald will soon be offering a unique peer–reviewed reading list service to all subscribers – Emerald Reading ListAssist, which will help users to make the very most of their subscription. This service will raise awareness of Emerald's cross–disciplinary content, coherently combining new research with more seminal papers, in a format which breaks down a subject by sessions, making it easily applicable to under–graduate or post–graduate courses or modules.

Created for students and lecturers by students and lecturers, Emerald Reading ListAssist aims to improve and support faculty workflow. The service also provides students with a high–quality research tool, helping to build information literacy and research skills. The rigorous academic construction of Reading ListAssist assures a high level of quality for the user; each list is peer–reviewed by subject experts as well as in–house reviewers to make sure it meets the highest quality standards."

(Emerald Group Publishing Limited)

[Note that this is a subscription–only service.]

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TAGS

academic construction • breakdownconceptualisationcoursescross-disciplinary • Emerald Group Publishing • Emerald Reading ListAssist • enquiryinformation literacyintegrationlecturers • ListAssist • modules • new research • pedagogypeer-reviewedpostgraduatereading listresearchresearch practiceresearch skillsresearch toolreviewrigourseminalservicestudent • subject experts • subject specialistsundergraduate

CONTRIBUTOR

Simon Perkins
06 MARCH 2011

PhD pedagogy and the changing knowledge landscapes of universities

"At the level of form and content of the knowledge produced in postgraduates' work, the supervisor, whose intellectual roots are frequently based in a singular domain characterised by horizontal knowledge structures, must acquire principles that enable them to understand the students' research problems in terms of a vertical or hierarchical knowledge structure. For example, a student may wish to contribute to insights in the domain of social aspects of urban design. The supervisor, who may be a sociologist, must find a means of integrating insights from sociology with its own nuanced conceptual language, with discourses from design associated with user centred design principles, at a level that is sufficient to guide the student through the processes of integration and recontextualisation. Thus vertical knowledge structures need to be employed by both supervisor and student to address the weakening classifications between sociology and design. Further, however, the hidden aspect of pedagogy here is that the supervisor must have a sufficient understanding at a generic level of what is required for the development of knowledge through integration to provide the student with the tools to accomplish this with respect to their own specific topic area. This is an area that receives very little attention in any of the discourses or literature around what is required of supervisors, and is a key area for further research on postgraduate pedagogy."

(Barbara Adkins, 2009, QUT ePrints)

Adkins, Barbara A. (2009) PhD pedagogy and the changing knowledge landscapes of universities. Higher Education Research and Development Journal, 28(2), pp. 165–177.

CONTRIBUTOR

Simon Perkins
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