Revisiting search and review for work-based projects

Article

Costley, C. and Nottingham, P. 2018. Revisiting search and review for work-based projects. Innovations in Education and Teaching International. 55 (5), pp. 511-520. https://doi.org/10.1080/14703297.2017.1417885
TypeArticle
TitleRevisiting search and review for work-based projects
AuthorsCostley, C. and Nottingham, P.
Abstract

The search and review of literature is a vital process for many higher education studies and often, an essential part of the research process. This paper focuses on the requirements of students based in the workplace who are doing work-based projects. Practitioner Researchers (PRs) use an iterative process that looks at the context and theories in use being explored as well as utilising expertise and professionally-generated materials in their field. This approach, discussed with academic and professional team members, favours a transdisciplinary structuring of knowledge that does not privilege academic sources but also recognises the importance of innovation based in the workplace. The authors argue that as more programmes are developing resources and strategies for PRs, there is a need to accommodate a redefined boundary for the search and review of literature, knowledge and information for higher education work-based research projects.

KeywordsLiterature review; work-based projects; practitioner-research; transdisciplinary; higher education
Research GroupWork and Learning Research Centre
PublisherRoutledge
JournalInnovations in Education and Teaching International
ISSN1470-3297
Electronic1470-3300
Publication dates
Online26 Dec 2017
Print03 Sep 2018
Publication process dates
Deposited08 Jan 2018
Accepted20 Dec 2017
Output statusPublished
Accepted author manuscript
Copyright Statement

This is an Accepted Manuscript of an article published by Taylor & Francis in Innovations in Education and Teaching International on 26/12/2017, available online: http://www.tandfonline.com/10.1080/14703297.2017.1417885

Digital Object Identifier (DOI)https://doi.org/10.1080/14703297.2017.1417885
Scopus EID2-s2.0-85039060791
Web of Science identifierWOS:000444565300002
LanguageEnglish
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