Publishing not perishing: how research students transition from novice to knowledgeable using systematic quantitative literature reviews

By C. Pickering, J. Grignon, R. Steven, Daniela Guitart, Jason Byrne. 2015

267 citations recorded by the source corpus.

Current understandings suggest that three aspects of writing practice underpin the research student publication process: knowledge creation, text production and identity formation. Publishing a literature review is the first opportunity most students have to publish. This article compares the pedagogical benefits of different literature review methods. It discusses why narrative reviews are challenging for novices both in terms of process and outcomes (publications) whereas other types of reviews, such as meta-analyses, are the province of multi-skilled teams working intensively for extended periods. Case studies are used to highlight how a new systematic quantitative literature review method, developed for the social and natural sciences, is beneficial as students can more readily create knowledge, produce text, and so transition from novice to knowledgeable and publish rather than perish.

Subfields: Education, General Health Professions

View Paper: https://www.semanticscholar.org/paper/0f5a32181478bea11ccc5b0ac463469ef67ed2da

Citations in the corpus

• New realities: a systematic literature review on virtual reality and augmented reality in tourism research (2019, unknown): “A systematic and quantitative approach is feasible in mapping the boundaries of what is known and thus sheds light on what is yet to be known (Pickering, Grignon, Steven, Guitart, & Byrne, 2015).”