How does completing a dissertation transform undergraduate students' understandings of disciplinary knowledge? (2016)
Attributed to:
Pedagogic quality and inequality in university first degrees
funded by
ESRC
Abstract
No abstract provided
Bibliographic Information
Digital Object Identifier: http://dx.doi.org/10.1080/02602938.2016.1154501
Publication URI: http://dx.doi.org/10.1080/02602938.2016.1154501
Type: Journal Article/Review
Parent Publication: Assessment & Evaluation in Higher Education
Issue: 4