The participants' experience of taking a post‐degree qualification: the importance of relevance

Abstract

This article reports on the experiences of six participants in a Master's degree in Education (M.Ed.) programme based at the University of Exeter who had all contributed to a collection of academic papers on educational research in a distributed community. The programme was a distance learning one which had a special focus on application of ideas to practice. Online technologies were used to provide course participants with access to materials and to group discussion. A grounded theory approach was used to explore experiences of the M.Ed. programme via online questionnaires. It was found that the overarching value associated with the programme was its relevance; key factors in establishing relevance were the design of the programme and the strategies participants used to apply readings and activities in their work. This study provides insight into the nature of relevance and carries implications for the distinction between practical and academic knowledge.