eprintid: 10142654
rev_number: 15
eprint_status: archive
userid: 699
dir: disk0/10/14/26/54
datestamp: 2022-02-01 14:01:19
lastmod: 2023-10-30 13:21:28
status_changed: 2022-02-01 14:01:19
type: article
metadata_visibility: show
sword_depositor: 699
creators_name: North, Amy
creators_name: Westerveld, Rosie
creators_name: Yates, Chris
creators_name: Warwick, Ian
creators_name: Chase, Elaine
title: More than Knowledge Transfer? Alumni Perspectives on the Value of Postgraduate Study for International Development
ispublished: pub
divisions: B14
divisions: J80
divisions: B16
divisions: UCL
keywords: Higher education, development studies, education and international development,
professional development, employability, critical thinking
note: This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).
abstract: This article considers findings from the ‘More Than Knowledge Transfer’ research project, which was concerned with understanding the personal and professional trajectories of alumni from postgraduate programmes in education and international development. The article reflects on qualitative data to explore four key questions: what alumni value about their postgraduate study; the perceived usefulness of different types of learnings; how these are seen as connected to, or disconnected from, development practice; and how they are shaped by the expectations that students bring with them to the programme and their existing experiences in the international development field. The article suggests a need to problematize assumed dichotomies between ‘theory’ and ‘practice’ or ‘skills’ and ‘criticality’ and instead consider how these relationships may be shaped by students’ own backgrounds and positionalities. It argues that supporting students to engage critically with, and move and build connections between, different spaces of learning and practice is key for engendering and sustaining critical and reflective approaches as they complete their studies and develop their careers in the development sector.
date: 2022-07
date_type: published
publisher: SAGE Publications
official_url: https://doi.org/10.1177/14649934211065576
oa_status: green
full_text_type: pub
language: eng
primo: open
primo_central: open_green
verified: verified_manual
elements_id: 1936960
doi: 10.1177/14649934211065576
lyricists_name: North, Amy
lyricists_id: AONOR46
actors_name: North, Amy
actors_id: AONOR46
actors_role: owner
full_text_status: public
publication: Progress in Development Studies
volume: 22
number: 3
pagerange: 257-271
citation:        North, Amy;    Westerveld, Rosie;    Yates, Chris;    Warwick, Ian;    Chase, Elaine;      (2022)    More than Knowledge Transfer? Alumni Perspectives on the Value of Postgraduate Study for International Development.                   Progress in Development Studies , 22  (3)   pp. 257-271.    10.1177/14649934211065576 <https://doi.org/10.1177/14649934211065576>.       Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10142654/13/North_north-et-al-2022-more-than-knowledge-transfer-alumni-perspectives-on-the-value-of-postgraduate-study-for-international.pdf