Open AccessThe Methodological Consistency of Master’s of Education Dissertations at Eduardo Mondlane University (2013 - 2018)
Author(s) -
Octávio José Zimbico,
Arsenia Manuel
Publication year - 2021
Publication title -
international journal of african higher education
Language(s) - English
Resource type - Journals
ISSN - 2313-5069
DOI - 10.6017/ijahe.v8i3.14157
Subject(s) - typology , consistency (knowledge bases) , educational research , sociology , library science , foundation (evidence) , grounded theory , qualitative research , pedagogy , political science , computer science , social science , law , artificial intelligence , anthropology
This study examined the methodological consistency of Master of Educationdissertations defended at Eduardo Mondlane University (EMU) from 2013 to2018 using the typology of educational research proposed by Postlethwaite(2005), Norman et al. (2002), and Creswell (2012). The qualitative, comparativestudy employed a grounded theory design. Data were gathered from apurposive sample of 33 dissertations, available on the university’s OpenInstitutional Repository. Coding and anonymous analysis were performedof the dissertations’ title, research methodology, and findings. The findingsreveal that a large number of these dissertations are not methodologicallyconsistent and thus do not lay the foundation for further research and otherinterventions for school improvement. They thus point to the need to
improve the quality of supervision and research in postgraduate studies in
Education at EMU.Key words: EMU, Master’s dissertations, educational research, methodologicalconsistency, supervision