共查询到20条相似文献，搜索用时 31 毫秒
1.
《International Journal of Lifelong Education》2012,31(6):602-614
ABSTRACTIn this article, I am joined by two academic colleagues to explore my personal narratives and experiences as a doctoral student, and to explicate the challenges and achievements of my pathway into doctoral studies. Positioning itself within the growing field of doctoral research, the article focuses on an exploration of three vignettes which identify important points in my unfolding stories of formation in becoming a doctoral student as an older person. This autoethnographic study draws on Transformative Learning Theory and the critical discourse understandings of Gee to examine my stories of becoming from school-leaver at 15 to doctoral student over four decades later. The study has three implications. First, it is important to recognise and appreciate alternate pathways to doctoral education. Second, that there is a need to better understand the complex formation of doctoral students within an academic research community; especially in regard to those from diverse or challenging backgrounds. Finally, the significance of seeing doctoral education as identity work and work of the soul, built as much on affective experiences and reflexivity as learning to perform and write as an academic, is key. 相似文献
2.
Bin Ai 《高等教育研究与发展》2017,36(6):1095-1107
This paper examines the process of academic identity construction experienced by a Chinese PhD student in an Australian university from 2010 to 2014. The researcher draws on his diaries written in Australia and uses some stories of the relationships with his supervisors and other scholars to unfold the process of his academic identity construction in a host academic community. Two years on, the researcher reflects on the challenges confronted during his candidature, exploring the Australian PhD education system from within. This study will help educators and supervisors to understand an international higher degree research student’s gradual academic identity construction as a cultural Other in the context of globalized higher education systems, and it will contribute to the mutual understanding between supervisors and international research students, as well as supervisors’ professional supervision in a globalized higher education context. 相似文献
3.
Patrick O’Keeffe 《高等教育研究与发展》2020,39(2):288-301
ABSTRACTThe PhD by Publication offers doctoral students an opportunity to focus on publishing during their candidature. A considerable body of literature has explored questions of legitimacy, consistency and quality of this model of scholarship, while students have reflected on how this approach helped build a publishing track record and develop skills associated with writing scholarly articles [Jackson, D. (2013). Completing a PhD by publication: A review of Australian policy and implications for practice. Higher Education Research & Development, 32(3), 355–368; Robins, L., & Kanowski, P. (2008). PhD by publication: A student’s perspective. Journal of Research Practice, 4(2), 1–20]. However, there is a need to explore how this approach both shapes and reflects the student experience of doctoral studies. This auto-ethnographical article analyses my own experience of the PhD by Publication. On the one hand, this method suited my multidisciplinary research topic and approach to research and assisted the flexibility and creativity of my research. On the other, I began to view my value as a researcher and the value of my research, in terms of the quantitative performance metrics of research in output, citation counts and h-index. Concept of performativity, I analyse how the PhD by Publication potentially reshapes what it is to be a doctoral student, and how the value of doctoral students is construed by themselves and others within their university. 相似文献
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ABSTRACTThe Thesis by Publication (TBP) is an approach to doctoral education that offers the advantage of achievement of a doctoral degree while at the same time facilitating development of transferable knowledge and skills necessary to enter and sustain a career in contemporary academia. There is a need to build deeper understanding of the demands of the TBP, and the characteristics of those who select it over the more common traditional approach to enable universities to provide doctoral education programmes and policies that are responsive to doctoral students’ needs. Such knowledge can also facilitate timely completion, and improve understanding of the extent of TBP candidates’ contribution to institutions’ research outputs. This study draws on survey data from 246 doctoral graduates from universities in Australia, where the TBP is comparatively new but increasing in popularity. The article identifies the characteristics of candidates who complete a TBP in Australia, before exploring the typical scope of time commitment, through making visible their length of candidature. Finally, volume, type, authorship and publication status of research outputs are detailed, enabling prospective candidates and their supporting institutions to gauge the possible scope of time commitment and research outputs to inform support services and policies, and to guide supervisory and student choices between traditional and TBP models. 相似文献
5.
Thomas W. Bean John E. Readence Diane M. Barone Terry Sylvester 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):371-381
This research focused on one mentor and her advisee and how they characterized the mentoring process and their roles in it. The mentor, a seasoned veteran, was independent, self‐motivated, and passionate about her work. The doctoral student, on the other hand, sought the expertise of a more knowledgeable person to help her deal with, and reduce, her stress. Clearly, both individuals saw reciprocity in their relationship. The faculty mentor perceived the doctoral student as someone who could lend another set of eyes to her work; the student viewed herself in the role of expanding the mentor's research interests. The faculty member saw mentoring as a concrete, sequential process, ultimately leading to independence as a scholar. The doctoral student expressed a combination of anxiety and eventual comfort, viewing the range of research experiences as an opportunity to explore options. 相似文献
6.
Clarice Thomas 《International journal of qualitative studies in education》2018,31(7):612-625
This article presents an autoethnographic account of the author’s linguistic development as a speaker of African American Vernacular English (AAVE) and Standard American English (SAE). Historically, formal settings such as academic spaces have undervalued the use of AAVE; thus, creating tension for speakers of the language. In this study, the author reflects on her linguistic identity, and as a new doctoral student begins to interrogate her language beliefs and practices. This research is grounded in critical race theoretical perspectives and analyzes power, race, and language use for African Americans who speak AAVE and SAE. The author employs autoethnography methods to develop a narrative account of her experiences and reflect on the psychological and physical effects of code-switching and code-meshing as a student and teacher. This work can inform pedagogical approaches that support the teaching and learning needs of culturally and linguistically diverse students in urban classrooms. 相似文献
7.
This article presents a self-reflexive analysis of the situatedness of the author and her work - research and writing - as a woman of color in the academy. The author critically examines self-reflexivity in relation to her research by drawing on her lived experiences as academic Self-woman of color Other, first as an international doctoral student and now as a junior faculty member. Drawing on critical and feminist perspectives, she argues that such self-reflexivity allows for an openness which eliminates the apparent dichotomy of Self-Other and offers new spaces for re-presenting difference(s). In particular, she construes her writing as a self-renewing site of activism and resistance to Othering and her teaching as praxis and self-assessment. She concludes that cutting-edge research and writing, when rigorously self-reflexive, are beyond "cool" and "hip," allowing us to maintain integrity and agency as educators and researchers. 相似文献
8.
ABSTRACTWhile the importance of academic language and literacies in students’ meaningful participation in higher education has been well-explored, studies have focused on writing rather than reading. There has been a significant silence in the literature around what constitutes reading in higher education, the sociocultural complexities of reader engagement with text, and contemporary understandings of situated experiences regarding reading practices in the disciplines, especially for traditionally under-represented student groups. Scholarly interest in academic literacies, and reading in particular, has significant implications for the equity and widening participation agenda. To this end this article critically engages with research examining reading in tertiary education and describes a scoping study of scholarly work at the intersection of three domains: academic literacies, reading studies, and widening participation and equity in higher education. In asking questions of these three overlapping fields of inquiry, we map trends in existing academic literature, and argue for a research agenda that examines the experiences, perceptions and enactments of academic reading in the context of South African and Australian efforts to widen participation to higher education. 相似文献
9.
This paper explores the experiences of women doctoral students and the role of emotion during doctoral candidature. The paper draws on the concept of emotional labour to examine the two sites of emotional investment students experienced and managed during their studies: writing and family relationships. Emotion is perceived by many dominant stakeholders as soft, subjective and an impediment to acquiring objective knowledge. The importance of emotion is under recognised. When it is discussed, the role of emotion in the doctoral undertaking is often subsumed in the passionless language of bureaucratic rationalisation and economic imperatives. This paper builds on a growing literature that examines students' emotions and doctoral candidature. It draws on the experiences of women undertaking their doctoral studies at a large metropolitan university in Sydney, Australia, to show first, how emotional labouring can enable students to channel emotions towards productive behaviours that can contribute to successful doctoral candidature, and second, that studies that attend to emotion offer more nuanced insights into students' experiences during the doctoral undertaking. 相似文献
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ABSTRACTIn preparing the future stewards of the physical education profession, the occupational socialization and professional development of physical education doctoral students is important to consider. To date, there has been scant scholarly inquiry into doctoral education in physical education. However, there is an abundance of research related to doctoral training in the higher education literature more generally. Drawing upon this larger body of work, this article expands occupational socialization theory to address the socialization of physical education doctoral students and faculty members. The case is made that effective doctoral training in physical education is essential to securing the future of the profession. Provided is an overview of the existing literature, presentation of an adaptation to occupational socialization theory that explains doctoral physical education socialization, and a discussion of key professional development issues that academic leaders and student support personnel should consider. Implications and recommendations for doctoral physical education leadership and academic programs are provided. 相似文献
12.
AbstractThe experience of researching as a Māori student within academia will often raise questions about how and whether the student’s research privileges Māori world views and articulates culturally specific epistemologies. This study offers some theorising, from the perspectives of a Maori doctoral student and her Maori supervisor (the authors of this study), on the metaphysical nature of research for Maori. It emphasises that there is a space for speculative, creative and responsive thinking as a central method in the student’s doctoral research and describes how access to free thinking has been only partly recognised in currently dominant methods of research. We describe this approach as ‘whakaaro’, and note its relationship to language itself, to the researcher and the interviewee, and in particular to the researcher’s intuitive and largely unknowable response to what an interviewee utters. In that act, the student envisages that she will expansively hint at (but not pretend to grasp) the deep expression of the profoundly mysterious. Here, our thinking resonates with various Western and indigenous writings about research and adumbrates the potential of the whakaaro method without foreclosing against its various permutations. 相似文献
13.
《Critical Studies in Education》2013,54(4):496-512
ABSTRACTAboriginal and Torres Strait Islander students’ experiences in Australian higher education continue to be influenced by the sociopolitical narratives of alterity which locate the students as more likely than their nonIndigenous peers to struggle academically and need support. These western-centric perceptions of indigeneities not only affect Indigenous students’ everyday university experiences but can even influence their decision whether to persist with their studies or not. Drawing on data collected in a large, metropolitan Australian university, this article presents a case study of Indigenous students’ ways of perceiving and resisting their positioning by the dominant university systems as ‘problematic’, at risk of failure and needing support. Specifically, the article explores educational pathways of three Indigenous students, their narratives exemplifying primary strategies of enacting and articulating resistances to the dominant education structures in order to fuel academic success. 相似文献
14.
Doctoring the knowledge worker 总被引：2，自引：1，他引：1
Mark Tennant 《Studies in Continuing Education》2013,35(3):431-441
In this paper I examine the impact of the new ‘knowledge economy’ on contemporary doctoral education. I argue that the knowledge economy promotes a view of knowledge and knowledge workers that fundamentally challenges the idea of a university as a community of autonomous scholars transmitting and adding to society's ‘stock of knowledge’. The paper examines and then dismisses the proposition that professional doctorates are the principal vehicle through which ‘working knowledge’ is incorporated into doctoral education. While professional doctorates may have been tactically useful for universities, there are broader transformations in doctoral education that transcend the professional doctorate/Ph.D. distinction. I argue that as doctoral education adopts the practices of ‘self’ pertinent to the knowledge economy, the ‘subject’ of doctoral education shifts from that of the ‘autonomous student’ to that of the ‘enterprising self’. 相似文献
15.
Carlos M. Rodriguez 《高等教育研究与发展》2009,28(5):523-539
This study provides evidence of the impact of two critical self‐regulation components – academic self‐concept and outcome expectations – on the selection of learning strategies conducive to academic achievement in undergraduate business education. Self‐concept theory is the framework for the analysis of students’ motivations and learning behaviors. Path analysis suggests that high academic self‐concept favors engagement in complex cognitive effort, deep learning strategies and self‐reflection, as well as in the adoption of strategic learning approaches alone. However, the composite effect of deep learning through strategic approaches has the most impact on student’s academic performance. High academic expectations favor students’ selection of deep learning more than strategic approaches. Clearly, the use of surface approaches to learning is not conducive to academic achievement. Overall, these findings suggest that high students’ academic self‐concepts and unambiguous outcome expectations encourage critical thinking and reflective approaches to learning. Implications for the design of educational models and curriculum in business undergraduate education are discussed. 相似文献
16.
In higher education, doctoral training has been identified as a process of stewardship development whereby individuals learn the knowledge and skills required to advance their respective disciplines. Self-study of teacher education practices is one approach that has gained the interest of doctoral students to help them understand their own development whilst also forging recommendations for others in publications. In this self-study, we worked to understand the experiences of Shrehan, a teacher from England beginning doctoral study in the USA. Shrehan had no experience teaching at the college level prior to moving to the USA, and she saw self-study as an opportunity to understand her development and acculturation into an unfamiliar system of higher education. Data were collected through journaling, critical-friend discussions, and artefacts, as well as student data in the form of surveys, exit slips, and focus-group interviews. Qualitative data analysis of Shrehan’s experiences was guided by the four stages of acculturation theory – honeymoon, culture shock, adjustment, and recovery. Shrehan’s journey emphasizes the importance of getting to know undergraduate students and building rapport as key aspects of teaching at the college level. Self-study provided Shrehan with a heightened personal-identity awareness that increased her cultural sensitivity and broadened her worldview. Results are discussed with reference to acculturation theory and future directions for research are provided. 相似文献
17.
Marianne Turner 《Teachers and Teaching》2013,19(1):78-92
This article explores how reflective practice may be facilitated among pre-service teachers preparing to teach in culturally diverse classrooms. The significance of the mentor teacher’s ability to reveal her/himself as a reflective practitioner in order to promote student reflection is well documented. The article specifically addresses one teacher educator’s approach to offering mentor support with a focus on reflective practices related to cultural diversity. She explores how her ethnographic doctoral study on the classroom participation of adult South Sudanese students in different Australian learning environments has informed her own practice as a teacher, and ways in which her teaching philosophy and values were influenced by the sustained reflection needed to complete the study. By making explicit an aspect of her reflective practice, she aims to add to the growing body of literature on how to engage pre-service teachers meaningfully in reflection on their own classroom practice, especially in relation to teaching to diversity. 相似文献
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Amy Gratch 《Teaching Education》2013,24(1):119-126
This article presents an autobiographical qualitative study. A former elementary school teacher describes how her work as a university supervisor gave her an opportunity to examine her own construction of self as a teacher and teacher educator during two semesters of undergraduate student teaching. Research related to teacher individualism and isolation provides a lens through which to explore socialization experiences of both the author and her students. The analysis finds that some programs and schools do not allow for or value the critical dialogue and narrative discourse essential for the formation of the self. The author makes several suggestions for teacher education programs which will help prepare teachers to take advantage of agentive moments, creating spaces for discourse and collaboration. 相似文献
20.
Kate Wall 《Support for Learning》2003,18(1):35-41
When the National Literacy Strategy was implemented in September 1998, Kate Wall was teaching at a junior school in the southwest of England. She became keenly aware of the effects it had on herself as a practitioner, her colleagues and the children identified with special educational needs (SEN) in her class. Now, as an educational researcher, she has had the opportunity to look at the policy changes in literacy education from a new perspective. In this article, looking at current research and commentaries on the National Literacy Strategy and using her own experiences and background, Kate asks how it affects teachers’ professionalism, their practice and perceptions on the inclusion of pupils with SEN. 相似文献