Cooking Up a Feast: Finding Metaphors for Feminist Postgraduate Supervisions

Bartlett, Alison; Mercer, Gina

doi:10.1080/08164649993182

Cited by 8 publications

(3 citation statements)

References 6 publications

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“…That postgraduate research can be a time of personal transformation is evident in the postgraduate experience literature (Kapitzke, 1998;Bartlett & Mercer, 1999;Heinrich, 2000), and in the experiences of Anna, Carla, Grace and Lydia. However, as Brew (2001) suggests, research 'as a process of personal and social learning is left out of the economic model' (p. 13) operating in today's higher education context.…”

Section: Resultsmentioning

confidence: 93%

Is non‐completion a failure or a new beginning? Research non‐completion from a student’s perspective

McCormack

2005

Higher Education Research & Development

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Today's performance-driven model of higher degree research has constructed student withdrawal and non-completion as failure. This failure is often internalized by the student as their own failure. This paper draws on a longitudinal study that examined the experiences of four female Master's by Research degree students-Anna, Carla, Grace and Lydia-who had either withdrawn, not completed or who had taken a very long time to complete their research. Their stories reveal that they experienced many of the factors recognized in the literature as likely to negatively affect a student's chances of completion: isolation (social and intellectual); lack of resources; 'absence' of, or poor, supervision; and personal and/or professional crises; and additionally, in three cases, tensions arising from a mismatch between an individual's understandings and institutional conceptions of postgraduate research. Rather than internalizing their experience as one of loss and failure, each of these women 'wrote' beyond this expected ending to reconstruct non-completion of their postgraduate research as a beginning to a positive re-storying of their lives.

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Section: Resultsmentioning

confidence: 93%

Is non‐completion a failure or a new beginning? Research non‐completion from a student’s perspective

McCormack

2005

Higher Education Research & Development

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“…In addition, because it creates or is based on vivid imagery (Boulaire, 2004), it helps us to express our experiences and perceptions of new concepts through the use of familiar expressions or concepts (Boulaire & Balloffet, 1999). Many authors already use metaphors to describe the role of the supervisor or the relationship between the supervisor and the doctoral student (Bartlett & Mercer, 1999;Grant, 1999;Balatti & Whitehouse, 2001). They use the metaphor as a means of understanding or explaining this special one-to-one relationship, which is different from the conventional student/teacher relationship as experienced by the doctoral student in previous years.…”

Section: The Metaphor As a Methodological Toolmentioning

confidence: 99%

The Role of Supervisors in Light of the Experience of Doctoral Students

Bégin

Géarard

2013

Policy Futures in Education

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Doctoral supervision is one of the primary factors affecting doctoral degree completion and attrition rates. Basing their work on the concept of cognitive apprenticeship, the authors investigated the role that doctoral supervisors should adopt in supporting their students, in light of feedback from the latter. A total of 533 doctoral students completed an online survey, in which they were asked to describe their experience using a metaphor. Although the issue of support is rarely referred to directly in the resulting metaphors, the latter do seem to suggest that supervisors should adopt a coaching role.

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“…Examples of the use of metaphors for the doctoral experience may be found in both the research and 'how-to' literatures. Thus, in an early example of the former, Bartlett and Mercer (1999) …”

Section: Metaphors For the Doctoratementioning

confidence: 97%

The metaphors we study by: the doctorate as a journey and/or as work

Hughes

Tight

2013

Higher Education Research & Development

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The 'journey' metaphor has come to the fore as a way of conveying the student's experience of change, difficulty and progress in doctoral studies. The use of this metaphor is critically assessed through the application of a classic journey tale, John Bunyan's The Pilgrim's Progress, as a parallel to the doctoral process. An alternative case is then presented for considering the doctorate as a form of work, while recognising that work, in this context, is also a metaphor. There are, however, different kinds of work and thus different kinds of doctorate. Here, rather than pursuing the contemporary distinction made between 'traditional' and professional doctorates, it is argued that it is important to understand the doctoral student experience as multi-faceted and complex, with many variants, indicating the relevance of a range of metaphorical descriptions.

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Cooking Up a Feast: Finding Metaphors for Feminist Postgraduate Supervisions

Cited by 8 publications

References 6 publications

Is non‐completion a failure or a new beginning? Research non‐completion from a student’s perspective

Is non‐completion a failure or a new beginning? Research non‐completion from a student’s perspective

The Role of Supervisors in Light of the Experience of Doctoral Students

The metaphors we study by: the doctorate as a journey and/or as work

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