Development of an academic identity through PhD supervision-an issue for debate

Abstract

This paper provides reflection on the journey of completing a PhD by using emergent themes that occurred in supervision sessions as recorded in a reflective journal. The paper highlights the need to reflect and accept decisions that can be challenging. The paper also indicates examples where past understandings are questioned and newer insights have to be explored. A conclusion related to accepting responsibility for what happens as a consequence of supervision sessions is debated.Finally a new insight into identity is arrived at.

Preparing for PhD: exploring doctoral students’ preparation strategy

“…Obtaining a PhD brings changes to a person's epistemology and ontology thus resulting in a new self-identity. The task of obtaining a PhD is often described as a "journey" (Trafford and Leshem, 2009;Evans and Stevenson, 2011;Paliktzoglou and Suhonen, 2011;Murphy and Wibberley, 2017), "voyage" (Batchelor and Di Napoli, 2006), and a "quest" (McCulloch, 2013;Maksimovic and Kobayashi, 2017). As the doctoral experience is complex and multifaceted, the fundamental goal of a doctoral programme is to develop one's intellectual confidence as an independent researcher capable of making an original contribution to knowledge (Trafford and Leshem, 2009;Sørensen, 2016;Murphy and Wibberley, 2017).…”

“…When beginning a PhD programme, doctoral students may experience: "isolation" (Clark and Buckingham-Hatfield, 1990;Hockey, 1994;Newbury, 1995;Wellington and Sikes, 2006;Gregoric and Wilson, 2012;Mantai and Dowling, 2015;McDonald et al, 2015;Elliot et al, 2016;Maksimovic and Kobayashi, 2017); "tension and stresses" (McAlpine et al, 2009;Evans and Stevenson, 2011;Maksimovic and Kobayashi, 2017;Murphy and Wibberley, 2017); and "obstacles and hardships" (Govender and Dhunpath, 2011;Paliktzoglou and Suhonen, 2011;Magano, 2013;Holbrook et al, 2014;Marino et al, 2014;Khozaei et al, 2015). These experiences may lead to doctoral students attaining an ontological shift and gaining their academic identity (Hockey, 1994;Nguyen, 2012;Holbrook et al, 2014;Bøgelund and de Graaff, 2015;Mantai and Dowling, 2015;Emmio glu et al, 2017;Murphy and Wibberley, 2017;Sverdlik et al, 2018) that could be troublesome for some students.…”

The Reflected Mythological Patterns on Researchers’ Journey through Literacy Narratives

“…The purpose of the test or the symbolical Keeper at Crossing the First Threshold is to prove that the Hero is willing to commits wholeheartedly to the adventure. Murphy and Wibberley (2016), in their published literacy narratives, give a good example where the researchers are tested by their 'Mentor' or supervisor which also symbolizes the threshold guardian archetype character.…”

“…My supervisors would adopt differing viewpoints, perhaps playing Devil's advocate, but presenting me with the decision on how to proceed." (Murphy & Wibberley, 2016: 3)…”

“…The trials can be any things during the research journey with unlimited internal and external reasons or factors, for example, the difficulties to trust and get the valid data from the interviewed participants (Hohaia, 2017;Carrim, 2012), once again feeling doubt, getting lost in the wilderness of data analysis, theory, and literature review (Mackenzie & Lorraine, 2009;McCotter, 2001), dissent with supervisee (Murphy & Wibberley, 2016) the freedom of conducting research weakens and slows down due to illness (Retnaningdyah, 2015), or even losing four close family member in a year while conducting research (Carrim, 2012).…”