The rise of non-dissertation track master’s programmes: an academic literacies approach

Hasrati, M. and Tavakoli, P. ORCID: https://orcid.org/0000-0003-0807-3709 (2019) The rise of non-dissertation track master’s programmes: an academic literacies approach. Innovations in Education and Teaching International, 56 (5). pp. 639-651. ISSN 1470-3297 doi: 10.1080/14703297.2019.1570304

Abstract/Summary

Although dissertations have traditionally been part of master’s programmes, non-dissertation track master’s are on the rise across the world. This paper reports faculty views on MA TESOL dissertations (Teaching English to Speakers of Other Languages) in five Anglophone countries. Drawing on the academic literacies tradition and informed by Bourdieusian concepts of ‘field’, ‘habitus’, and ‘symbolic violence’, the results suggest that the need for more student intake has affected the presence or absence of the dissertation component in MA TESOL programmes.

Item Type	Article
URI	https://reading-clone.eprints-hosting.org/id/eprint/80874
Identification Number/DOI	10.1080/14703297.2019.1570304
Refereed	Yes
Divisions	Interdisciplinary Research Centres (IDRCs) > Centre for Literacy and Multilingualism (CeLM) Arts, Humanities and Social Science > School of Literature and Languages > English Language and Applied Linguistics
Publisher	Taylor & Francis
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