Conceptual frameworks in the doctoral research process: a pedagogical model
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Jeanette Berman [1] ; Robyn Smyth [2]
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[1] Massey University
Massey University
Nueva Zelanda
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[2] University of Southern Queensland
University of Southern Queensland
Australia
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- Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 52, Nº 2, 2015, págs. 125-136
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
This paper contributes to consideration of the role of conceptual frameworks in the doctoral research process. Through reflection on the two authors’ own conceptual frameworks for their doctoral studies, a pedagogical model has been developed. The model posits the development of a conceptual framework as a core element of the doctoral research process that will support the extended abstract thinking (SOLO Taxonomy) essential at this level of postgraduate research. The model articulates the need for alignment between the ontology, methodology and epistemology of doctoral research, with specific articulation of aspects of each dimension. The use of the model involves construction of an explicit conceptual framework, which will ensure a conceptually valid research project and will focus the social and cultural activity of the process, supporting the student learning, the research project and the supervisory relationships.
