Engaging with the literature in postgraduate research

Abstract

Although supervisors provide relevant guidance, many postgraduate students find it difficult to make sense of the roles and functions of the literature in the various phases of their research work. This article describes how the problem presented itself in a masters class, the typical route students followed to address the problem, the inadequacy of this route and, finally, linking this type of learning to the theory on transformative learning as developed by Mezirow and furthered by Berger. This culminated in a framework which could enhance transformative learning and the development of the research and dissertation.