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Exploring students’ justifications for studying a master’s degree in business through problem-based learning

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Show simple item record O'Brien, Ronan F. McGarr, Oliver Lynch, Raymond 2020-07-02T14:22:57Z 2020
dc.identifier.issn 1470-3297
dc.description peer-reviewed en_US
dc.description.abstract Many studies have espoused the pedagogical benefits of Problem-Based Learning (PBL) across multiple disciplines. With the increasing use of PBL within higher education there exists a need to consider its position not just as a pedagogical approach but as a functional instrument in the development and promotion of social capital and status. Drawing on social identity theory (SIT), this study explored Business Masters graduatesâ justification for undertaking a PBL-based programme. The findings suggest that students discursively elevated the status of the PBL programme they had completed over other alternatives, in an attempt to gain professional mobility. Two primary strategies of individual mobility and social competition were employed by participants to elevate their position. This paper concludes by problematising the utilisation of pedagogical approaches as a mechanism for differentiating programmes and graduates within an increasing competitive higher educational landscape. en_US
dc.language.iso eng en_US
dc.publisher Taylor and Francis en_US
dc.relation.ispartofseries Innovations in Education and Teaching International;
dc.rights This is an Author's Manuscript of an article whose final and definitive form, the Version of Record, has been published in Innovations In Education And Teaching International 2020 copyright Taylor & Francis, available online at: en_US
dc.subject course choice en_US
dc.subject identity en_US
dc.subject post-graduate student en_US
dc.subject Problem-based learning en_US
dc.title Exploring students’ justifications for studying a master’s degree in business through problem-based learning en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US 2020-07-02T14:15:33Z
dc.description.version ACCEPTED
dc.identifier.doi 10.1080/14703297.2020.1752280 2021-10-13
dc.embargo.terms 2021-10-13 en_US
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US
dc.internal.rssid 2953624
dc.internal.copyrightchecked Yes
dc.identifier.journaltitle Innovations In Education And Teaching International
dc.description.status peer-reviewed

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