The article builds on an empirical study of knowledge practices in international, interdisciplinary MA education, foregrounding the role of academic staff in identifying and explicating academic norms to students recruited from different subject areas and institutions. A central theme is transition, which refers to the state of liminality that postgraduates can experience when new to a discipline, institution and socio-cultural context. The author argues for lecturers as ‘transition managers’, who may ease students’ transfer into an unfamiliar academic culture. This argument is explored in an analysis of interview data collected from four MA courses, which suggests that lecturers’ transition management involves an awareness of classroom diversity, an acceptance of responsibility for academic socialisation and the development of new pedagogic practices.
|Journal||Learning and Teaching: The International Journal of Higher Education in the Social Sciences|
|Number of pages||24|
|Publication status||Published - Aug 2019|
- academic socialisation
- interdisciplinarity international education
- pedagogic practice
- tacit knowledge