About: Characterising Graduateness in Computing Education: A Narrative Approach

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type	http://eprints.org/ontology/EPrint http://eprints.org/ontology/ThesisEPrint Article Thesis
seeAlso	HTML Summary of #69292 Characterising Graduateness in Computing Education: A Narrative Approach
http://www.loc.gov...erms/relators/THS	S A Fincher
http://eprints.org/ontology/hasDocument	Characterising Graduateness in Computing Education: A Narrative Approach (PDF) Characterising Graduateness in Computing Education: A Narrative Approach (Other) Characterising Graduateness in Computing Education: A Narrative Approach (Other) Characterising Graduateness in Computing Education: A Narrative Approach (Other) Characterising Graduateness in Computing Education: A Narrative Approach (Other) Characterising Graduateness in Computing Education: A Narrative Approach (Other)
dcterms:issuer	University of Kent, School of Computing, University of Kent,
Title	Characterising Graduateness in Computing Education: A Narrative Approach
described by	https://demo.openlinksw.com/about/id/entity/https/www.cs.kent.ac.uk/people/staff/akj22/materials/CO644/export_kar_RDFN3.n3 https://demo.openlinksw.com/about/id/entity/https/raw.githubusercontent.com/annajordanous/CO644Files/main/export_kar_RDFN3.n3
Date	2018-06
Creator	Sebastian Dziallas
status	published
abstract	This thesis examines the concept of graduateness in computing education. Graduateness is related to efforts to articulate the outcomes of a university education. It is commonly defined as the attributes all graduates should develop by the time they graduate regardless of university attended or discipline studied (Glover, Law and Youngman 2002). This work takes a different perspective grounded in disciplinary and institutional contexts. It aims to explore how graduates make sense of their experiences studying computing within their wider learning trajectories. The research presented here uses a narrative approach. Whilst narrative methodologies are not commonly used in computing education, people construct stories both to make sense of their experiences and to integrate the "past, present, and an anticipated future" (McAdams 1985, p.120). Stories are then a particularly appropriate way of examining the sense people make of their learning experiences. This work draws on narrative interviews with graduates from the School of Computing at the University of Kent and Olin College of Engineering in the United States. It contributes a new perspective about the effect of a computing education beyond short-term outcome measures and proposes several analytic constructs that expose significant aspects in participants' learning experiences. In this, it describes themes related to students' acquisition of disciplinary knowledge and examines the evolution of their stories of learning computing over time.
Is Part Of	https://kar.kent.ac.uk/id/repository
Subject	QA 76 Software, computer programming,
list of authors	https://kar.kent.ac.uk/id/eprint/69292#authors
degree	PhD degree
is topic of	https://www.cs.kent.ac.uk/people/staff/akj22/materials/CO644/export_kar_RDFN3.n3 https://raw.githubusercontent.com/annajordanous/CO644Files/main/export_kar_RDFN3.n3
is primary topic of	HTML Summary of #69292 Characterising Graduateness in Computing Education: A Narrative Approach

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