An early-stage personal development & planning course to engender effective self-management in PhDs

Publikation: Bidrag til bog/antologi/rapportKonferenceabstrakt i proceedingsForskningfagfællebedømt

Standard

An early-stage personal development & planning course to engender effective self-management in PhDs. / Kobayashi, Sofie; Grumløse, Sine Penthin; Grout, Brian William Wilson; Rump, Camilla Østerberg.

Book of abstracts and extended summaries. 2011. s. 596-598.

Publikation: Bidrag til bog/antologi/rapportKonferenceabstrakt i proceedingsForskningfagfællebedømt

Harvard

Kobayashi, S, Grumløse, SP, Grout, BWW & Rump, CØ 2011, An early-stage personal development & planning course to engender effective self-management in PhDs. i Book of abstracts and extended summaries. s. 596-598, EARLI Conference 2011, Exeter, Storbritannien, 30/08/2011. <http://www.earli2011.org/media/Documents_EARLI2011/BookofAbstractsandSummaries.pdf>

APA

Kobayashi, S., Grumløse, S. P., Grout, B. W. W., & Rump, C. Ø. (2011). An early-stage personal development & planning course to engender effective self-management in PhDs. I Book of abstracts and extended summaries (s. 596-598) http://www.earli2011.org/media/Documents_EARLI2011/BookofAbstractsandSummaries.pdf

Vancouver

Kobayashi S, Grumløse SP, Grout BWW, Rump CØ. An early-stage personal development & planning course to engender effective self-management in PhDs. I Book of abstracts and extended summaries. 2011. s. 596-598

Author

Kobayashi, Sofie ; Grumløse, Sine Penthin ; Grout, Brian William Wilson ; Rump, Camilla Østerberg. / An early-stage personal development & planning course to engender effective self-management in PhDs. Book of abstracts and extended summaries. 2011. s. 596-598

Bibtex

@inbook{2f2f3a6e6efd40db9fa4a46e4b39f808,
title = "An early-stage personal development & planning course to engender effective self-management in PhDs",
abstract = "This study seeks to examine the lasting benefits of an induction course developed to support new postgraduate students in becoming {\textquoteright}self organising agents{\textquoteright} and managers of their own personal and professional development. A cohort of course participants were interviewed 18 months after they participated in the course, and the study shows that 50% of respondents continue to use tools and methods provided at the induction course, and that the course had supported them significantly to take charge and manage their own learning environment. This paper describes the rationale behind the course design based on a theoretical grounding in situated learning in communities of practice, and concludes with suggesting seven essential elements of the course: Self perception, Meeting PhD students as whole persons, Personal Development Planning – working with them, Intercultural, Safe haven - 5 days off campus residential, Inclusiveness – sense of belonging, Managing relationship with and reducing distance to supervisors. The study confirms that viewing research education in terms of situated learning, using a pedagogy which mobilizes the resources of the research (learning) environment, can support the development of PhD students to become self organising agents and enable them to take up opportunities available in their environment. ",
author = "Sofie Kobayashi and Gruml{\o}se, {Sine Penthin} and Grout, {Brian William Wilson} and Rump, {Camilla {\O}sterberg}",
note = "Abstract accepted and presented at EARLI 2011 Conference; null ; Conference date: 30-08-2011 Through 03-09-2011",
year = "2011",
language = "English",
pages = "596--598",
booktitle = "Book of abstracts and extended summaries",

}

RIS

TY - ABST

T1 - An early-stage personal development & planning course to engender effective self-management in PhDs

AU - Kobayashi, Sofie

AU - Grumløse, Sine Penthin

AU - Grout, Brian William Wilson

AU - Rump, Camilla Østerberg

N1 - Abstract accepted and presented at EARLI 2011 Conference

PY - 2011

Y1 - 2011

N2 - This study seeks to examine the lasting benefits of an induction course developed to support new postgraduate students in becoming ’self organising agents’ and managers of their own personal and professional development. A cohort of course participants were interviewed 18 months after they participated in the course, and the study shows that 50% of respondents continue to use tools and methods provided at the induction course, and that the course had supported them significantly to take charge and manage their own learning environment. This paper describes the rationale behind the course design based on a theoretical grounding in situated learning in communities of practice, and concludes with suggesting seven essential elements of the course: Self perception, Meeting PhD students as whole persons, Personal Development Planning – working with them, Intercultural, Safe haven - 5 days off campus residential, Inclusiveness – sense of belonging, Managing relationship with and reducing distance to supervisors. The study confirms that viewing research education in terms of situated learning, using a pedagogy which mobilizes the resources of the research (learning) environment, can support the development of PhD students to become self organising agents and enable them to take up opportunities available in their environment.

AB - This study seeks to examine the lasting benefits of an induction course developed to support new postgraduate students in becoming ’self organising agents’ and managers of their own personal and professional development. A cohort of course participants were interviewed 18 months after they participated in the course, and the study shows that 50% of respondents continue to use tools and methods provided at the induction course, and that the course had supported them significantly to take charge and manage their own learning environment. This paper describes the rationale behind the course design based on a theoretical grounding in situated learning in communities of practice, and concludes with suggesting seven essential elements of the course: Self perception, Meeting PhD students as whole persons, Personal Development Planning – working with them, Intercultural, Safe haven - 5 days off campus residential, Inclusiveness – sense of belonging, Managing relationship with and reducing distance to supervisors. The study confirms that viewing research education in terms of situated learning, using a pedagogy which mobilizes the resources of the research (learning) environment, can support the development of PhD students to become self organising agents and enable them to take up opportunities available in their environment.

M3 - Conference abstract in proceedings

SP - 596

EP - 598

BT - Book of abstracts and extended summaries

Y2 - 30 August 2011 through 3 September 2011

ER -

ID: 40503112