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    The Benefits of Student-led, Peer-reviewed Journals in Enhancing Students’ Engagement with the Academy


    Ni Uigin, Dorothy and Higgins, Noelle and McHale, Belinda (2014) The Benefits of Student-led, Peer-reviewed Journals in Enhancing Students’ Engagement with the Academy. Research in Education, 91. pp. 1-6. ISSN 0034-5237

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    Abstract

    Universities are under ever-increasing pressure from employers to provide some form of interaction with the professional world, in order to develop student knowledge and to expand their skill sets (Gott, 1995). Academics, meanwhile, are constantly looking for new ways to enhance students’ engagement with the Academy. In this context, student-led journals have become increasingly popular ventures in tertiary education over the last number of years, as universities seek to provide students with experiential learning opportunities. Membership of an editorial board of student-led journals is generally undertaken on an extra-curricular basis and generally for curriculum vitae-enhancement purposes (Saunders, 2000). This note, however, details the establishment of a student-led journal as a core element of an MA programme in the National University of Ireland, Galway (NUI Galway). It details the pedagogical context in which and for which the journal was established and assesses the benefits for the students who were involved at editorial level in the publication. Central to the establishment of this journal was the facilitation of the development of independent and critical thinking, innovation, digital literacy and advanced writing skills among the students. Whether or not this was achieved is discussed here as well as the practical steps taken in setting up such a journal.

    Item Type: Article
    Additional Information: This is the preprint version of the published article, which is available at The Benefits of Student-led, Peer-reviewed Journals in Enhancing Students' Engagement with the Academy by Uigín, Dorothy Ní, Higgins, Noelle, McHale, Belinda. Research in Education, 2014, Vol.1 pp.1-6
    Keywords: Student-led; Peer-reviewed Journals; Students; Engagement; Law; University;
    Academic Unit: Faculty of Social Sciences > Law
    Item ID: 5662
    Identification Number: https://doi.org/10.7227/RIE.0010
    Depositing User: Noelle Higgins
    Date Deposited: 13 Jan 2015 15:44
    Journal or Publication Title: Research in Education
    Publisher: Manchester University Press
    Refereed: Yes
    URI:

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