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More than Knowledge Transfer? Alumni Perspectives on the Value of Postgraduate Study for International Development

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  • Amy North
  • Rosie Westerveld
  • Chris Yates
  • Ian Warwick
  • Elaine Chase

Abstract

This article considers findings from the ‘More Than Knowledge Transfer’ research project, which was concerned with understanding the personal and professional trajectories of alumni from postgraduate programmes in education and international development. The article reflects on qualitative data to explore four key questions: what alumni value about their postgraduate study; the perceived usefulness of different types of learnings; how these are seen as connected to, or disconnected from, development practice; and how they are shaped by the expectations that students bring with them to the programme and their existing experiences in the international development field. The article suggests a need to problematize assumed dichotomies between ‘theory’ and ‘practice’ or ‘skills’ and ‘criticality’ and instead consider how these relationships may be shaped by students’ own backgrounds and positionalities. It argues that supporting students to engage critically with, and move and build connections between, different spaces of learning and practice is key for engendering and sustaining critical and reflective approaches as they complete their studies and develop their careers in the development sector.

Suggested Citation

  • Amy North & Rosie Westerveld & Chris Yates & Ian Warwick & Elaine Chase, 2022. "More than Knowledge Transfer? Alumni Perspectives on the Value of Postgraduate Study for International Development," Progress in Development Studies, , vol. 22(3), pages 257-271, July.
    • Handle: RePEc:sae:prodev:v:22:y:2022:i:3:p:257-271
    DOI: 10.1177/14649934211065576
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    References listed on IDEAS

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    1. Michael Woolcock, 2007. "Higher education, policy schools, and development studies: what should masters degree students be taught?," Journal of International Development, John Wiley & Sons, Ltd., vol. 19(1), pages 55-73.
    2. Samuel Spiegel & Hazel Gray & Barbara Bompani & Kevin Bardosh & James Smith, 2017. "Decolonising online development studies? Emancipatory aspirations and critical reflections – a case study," Third World Quarterly, Taylor & Francis Journals, vol. 38(2), pages 270-290, February.
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