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Publishing not perishing: how research students transition from novice to knowledgeable using systematic quantitative literature reviews
journal contribution
posted on 2023-05-19, 16:59 authored by Pickering, C, Grignon, J, Steven, R, Guitart, D, Jason ByrneJason ByrneCurrent understandings suggest that three aspects of writing practice underpin the research student publication process: knowledge creation, text production and identity formation. Publishing a literature review is the first opportunity most students have to publish. This article compares the pedagogical benefits of different literature review methods. It discusses why narrative reviews are challenging for novices both in terms of process and outcomes (publications) whereas other types of reviews, such as meta-analyses, are the province of multi-skilled teams working intensively for extended periods. Case studies are used to highlight how a new systematic quantitative literature review method, developed for the social and natural sciences, is beneficial as students can more readily create knowledge, produce text, and so transition from novice to knowledgeable and publish rather than perish.
History
Publication title
Studies in Higher EducationVolume
40Issue
10Pagination
1756-1769ISSN
0307-5079Department/School
School of Geography, Planning and Spatial SciencesPublisher
Carfax PublishingPlace of publication
Rankine Rd, Basingstoke, England, Hants, Rg24 8PrRights statement
Copyright 2014 Society for Research into Higher EducationRepository Status
- Restricted