Templeton, Robert (2016) Doctorate motivation: an (auto)ethnography. Australian Universities' Review, 58 (1). pp. 39-44. ISSN 0818-8068
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Abstract
Intrinsic motivation has been considered as the dominant motivation of adult students in continuing postgraduate education. However, the strength of an intrinsic motivation to learn does not explain the phenomenon of dropout where the student withdraws and does not return or dropping out where the student withdraws and then recommences their postgraduate research studies. This paper draws on qualitative data collected as part of a doctoral thesis to examine this phenomenon ethnographically. The study explores motivations which have been lessened or abandoned by the influence of external factors and the effect that these external factors have on the motivation to learn with respect to their influence on student withdrawal.
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| Item Type: | Article (Commonwealth Reporting Category C) |
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| Refereed: | Yes |
| Item Status: | Live Archive |
| Additional Information: | Access to published version in accordance with the copyright policy of the publisher. |
| Faculty / Department / School: | Current - Faculty of Business, Education, Law and Arts - School of Linguistics, Adult and Specialist Education |
| Date Deposited: | 06 May 2016 05:19 |
| Last Modified: | 10 May 2016 02:26 |
| Uncontrolled Keywords: | motivation; intrinsic; extrinsic; postgraduate research; continuing education; dropout; doctoral students; empirical |
| Fields of Research : | 13 Education > 1303 Specialist Studies in Education > 130399 Specialist Studies in Education not elsewhere classified |
| Socio-Economic Objective: | E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education |
| URI: | http://eprints.usq.edu.au/id/eprint/27577 |
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- Doctorate motivation: an (auto)ethnography. (deposited 06 May 2016 05:19) [Currently Displayed]
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