This article considers findings from the ‘More Than Knowledge Transfer’ research project, which was concerned with understanding the personal and professional trajectories of alumni from postgraduate programmes in education and international development. The article reflects on qualitative data to explore four key questions: what alumni value about their postgraduate study; the perceived usefulness of different types of learnings; how these are seen as connected to, or disconnected from, development practice; and how they are shaped by the expectations that students bring with them to the programme and their existing experiences in the international development field. The article suggests a need to problematize assumed dichotomies between ‘theory’ and ‘practice’ or ‘skills’ and ‘criticality’ and instead consider how these relationships may be shaped by students’ own backgrounds and positionalities. It argues that supporting students to engage critically with, and move and build connections between, different spaces of learning and practice is key for engendering and sustaining critical and reflective approaches as they complete their studies and develop their careers in the development sector.

本文考虑了“不仅仅是知识转移”研究项目的发现，该项目旨在了解教育和国际发展研究生课程校友的个人和职业轨迹。这篇文章对定性数据进行了反思，以探讨四个关键问题：校友对他们的研究生学习有什么价值；不同类型学习的感知有用性；这些如何被视为与开发实践相关或脱节；以及他们如何受到学生对项目的期望以及他们在国际发展领域的现有经验的影响。这篇文章建议有必要对假设的“理论”和“实践”或“技能”和“关键性”之间的二分法进行问题化，而是考虑这些关系如何受到学生自己的背景和立场的影响。它认为，支持学生批判性地参与不同的学习和实践空间，并在不同的学习和实践空间之间建立联系，是在他们完成学业并在发展部门发展自己的职业生涯时产生和维持批判性和反思性方法的关键。