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Transnational Postgraduate Study for Development Workers: Using Technology to Bridge the Gap

Transnational Postgraduate Study for Development Workers: Using Technology to Bridge the Gap

Elizabeth A. Beckmann, Patrick Kilby
Copyright: © 2010 |Pages: 20
ISBN13: 9781615207794|ISBN10: 1615207791|ISBN13 Softcover: 9781616922894|EISBN13: 9781615207800
DOI: 10.4018/978-1-61520-779-4.ch006
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MLA

Beckmann, Elizabeth A., and Patrick Kilby. "Transnational Postgraduate Study for Development Workers: Using Technology to Bridge the Gap." Cases on Technological Adaptability and Transnational Learning: Issues and Challenges, edited by Siran Mukerji and Purnendu Tripathi, IGI Global, 2010, pp. 103-122. https://doi.org/10.4018/978-1-61520-779-4.ch006

APA

Beckmann, E. A. & Kilby, P. (2010). Transnational Postgraduate Study for Development Workers: Using Technology to Bridge the Gap. In S. Mukerji & P. Tripathi (Eds.), Cases on Technological Adaptability and Transnational Learning: Issues and Challenges (pp. 103-122). IGI Global. https://doi.org/10.4018/978-1-61520-779-4.ch006

Chicago

Beckmann, Elizabeth A., and Patrick Kilby. "Transnational Postgraduate Study for Development Workers: Using Technology to Bridge the Gap." In Cases on Technological Adaptability and Transnational Learning: Issues and Challenges, edited by Siran Mukerji and Purnendu Tripathi, 103-122. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-61520-779-4.ch006

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Abstract

This case describes social, technological, economic and political factors impacting on transnational learning in the Master of Applied Anthropology and Participatory Development program at the Australian National University. Using the experiences of students working in areas of conflict, poverty and injustice across the world, this case shows how flexible delivery of postgraduate education not only allows development workers to continue their career progression while remaining fully active in the field, but also enables them to engage in stimulating high-level discourse with their development practitioner peers as they apply theory to practice. Giving development workers the opportunity to engage in advanced study in a stimulating and peer-supported learning environment without leaving home both enriches their career functionality and long-term prospects, and enhances their day-to-day work activities. As a bonus, host communities benefit from a development worker with greater access to expertise, experience and support, and a reduced sense of professional and/or cultural isolation.

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