The rise of non-dissertation track master’s programmes:: An academic literacies approach

• Mostafa Hasrati ^[1] ; Parvaneh Tavakoli ^[2]
  1. [1] George Brown College

     George Brown College

     Canadá

     
  2. [2] University of Reading

     University of Reading

     Reino Unido

     
• Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 56, Nº 5, 2019, págs. 639-651
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Although dissertations have traditionally been part of master’s programmes, non-dissertation track master’s programmes are on the rise across the world. This paper reports faculty views on MA TESOL dissertations (Teaching English to Speakers of Other Languages) in five Anglophone countries. Drawing on the academic literacies tradition and informed by Bourdieusian concepts of ‘field’, ‘habitus’ and ‘symbolic violence’, the results suggest that the need for more student intake has affected the presence or absence of the dissertation component in MA TESOL programmes.