“I felt like I was not just a student:” examining graduate student learning at academic and professional conferences
Studies in Graduate and Postdoctoral Education
ISSN: 2398-4686
Article publication date: 8 June 2021
Issue publication date: 5 October 2021
Abstract
Purpose
The purpose of this study is to explore what new knowledge is gained at academic and professional conferences by describing how this knowledge complements or contradicts campus-based learning and previous experiences of graduate students. Through gaining insights into conference-based learning, researchers and policymakers can create more complex and dynamic graduate student learning experiences and design conferences that welcome and encourage graduate student perspectives and voices.
Design/methodology/approach
Rooted in transformative learning theory, this qualitative study explores what and how master’s level graduate students learn at professional and academic conferences.
Findings
Findings point to four categories of learning through conferences: students acquired empirical knowledge, gained insights into professional and scholarly trends and values, explored diversity of the conference body and their own belonging and benchmarked their knowledge in relationship to scholars and professionals. Interviewees gained this knowledge by linking conference-based learning to their graduate school curriculum and previous knowledge and experiences.
Practical implications
Findings suggest considerations for educators, policymakers and administrators to enhance learning in graduate programs through in-person and virtual conference attendance.
Originality/value
This study adds to minimal existing research on graduate student learning beyond the campus that contributes to holistic learning at the master’s level. The findings on conference-based learning for graduate students go beyond the common notion of conferences as places of socialization for graduate students. These findings are increasingly relevant as academic and professional conferences are being reconsidered in the shift to the virtual space.
Keywords
Acknowledgements
The authors would like to acknowledge the contributions of Grace O'Dell and Caitlin Shepherd who were part of the project team. Thanks also go to the Middlebury Institute graduate students who participated in this research and to Erin Southworth for ongoing administrative support of the project.
Funding: Funding for this work was provided by the Ron and Jessica Liebowitz Fund for Innovation at Middlebury.
Citation
Campbell, A., Wick, D., Marcus, A., Doll, J. and Yunuba Hammack, A. (2021), "“I felt like I was not just a student:” examining graduate student learning at academic and professional conferences", Studies in Graduate and Postdoctoral Education, Vol. 12 No. 3, pp. 321-337. https://doi.org/10.1108/SGPE-08-2020-0061
Publisher
:Emerald Publishing Limited
Copyright © 2021, Emerald Publishing Limited