Doctoral women: managing emotions, managing doctoral studies

Aitchison, Claire; Mowbray, Susan

doi:10.1080/13562517.2013.827642

Cited by 65 publications

(50 citation statements)

References 28 publications

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“…Additionally, by examining emotion within models of doctoral identity development these accounts are less resourced to offer temporal and political readings, which might account for the features of doctoral education that have experienced significant change (for example, the rapid intensification of the doctorate or the creep of surveillance culture). Answers to what doing a PhD feels like may be found by thinking about how the 'literature review' or 'conclusion chapter' tend to be experienced, or by tracing the socialisation and identity work that the degree demands, including the shift from novice-student to scholar (Aitchison & Mowbray, 2013;Bosanquet & Cahir, 2015;Petersen, 2007). However, I am also suggesting that important information regarding the affective context of the PhD may be missed in such accounts.…”

Section: Exploring Doctoral Emotion Researchmentioning

confidence: 99%

“…Instead, I am interested to explore what happens when we take doctoral education as a rich and complex cultural site and subject it to theoretical engagement. I locate my own approach alongside doctoral education research that has critically explored how emotions are linked to relations of power (Aitchison & Mowbray, 2013;Wall, 2008) and the consequences of neoliberal reform (Aitchison and Mowbray, 2015). Indeed, Aitchison and Mowbray's (2015) article on the rise of the commercial 'grey zone' for postgraduate writing support services is an example of the kind of work I think is necessary in the field.…”

Section: Exploring Doctoral Emotion Researchmentioning

confidence: 99%

“…Herman, 2008) and Global North (e.g., Aitchison & Mowbray, 2013;Aitchison, Catterall, Ross, & Burgin, 2012;Bosanquet & Cahir, 2015;Cameron, Nairn & Higgins, 2009;Cotterall, 2013;A. Lee & Williams, 1999;K.…”

Section: Exploring Doctoral Emotion Researchmentioning

confidence: 99%

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Conceptualising Doctoral Writing as an Affective-political Practice

Burford

2017

IJDS

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Aim/Purpose: This article offers a conceptual summary and critique of existing literature on doctoral writing and emotion. The article seeks to intervene in current debates about doctoral writing by re-positioning it as an affective-political practice Background: Over recent decades public interest in the doctorate has expanded as it has become re-framed as a key component of national success in the global knowledge economy. It is within this context that the practice of doctoral writing has crystallised as an object of interest. While researchers have examined the increased regulation, surveillance, and intensification of doctoral writing, often this work is motivated to develop pedagogies that support students to meet these new expectations. At this point, there has been limited attention to what broad changes to the meanings and practices of doctoral writing feel like for students. Methodology: The paper offers a conceptual review that examines the ways in which doctoral writing tends to be understood. A review of literature in the areas of doctoral writing, doctoral emotion, and critical studies of academic labour was undertaken in order to produce a more comprehensive understanding of the political and emotional dynamics of doctoral writing. Contribution: It is intended that this conceptual research paper help researchers attend to the emotional context of doctoral writing in the current university context. Critical studies of academic work and life are identified as a possible platform for the development of future doctoral education research, and the conceptual tool of “affective-politics” is advanced as a novel frame for approaching doctoral writing research.

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Section: Exploring Doctoral Emotion Researchmentioning

confidence: 99%

Section: Exploring Doctoral Emotion Researchmentioning

confidence: 99%

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Conceptualising Doctoral Writing as an Affective-political Practice

Burford

2017

IJDS

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“…To make the matter worse, supervisors are often second-language speakers of English, which undermines their ability to identify doctoral candidates' competence gaps in writing (Allison et al 1998). In addition, institutional inability to consider such globally posed researcher requirements as emotional labour sets further demands on the faculty (Aitchison and Mowbray 2013). A growing body of literature (Paltridge 1997) and innovative university-level policies have subsequently attempted to provide interventions that expedite doctoral degree completion and raise the quality of research outputs (Aitchison and Lee 2006).…”

Section: Introductionmentioning

confidence: 99%

“…Student motivation also posed a concern: in technical fields, writing and rhetorics are often considered subsidiary to technical development, which explains why the writing process is typically regarded as laborious and less motivating compared to design and empirical data collection and analysis. Some researchers find documenting a phase that disrupts the flow from empirical analysis in the engineering lab to doctoral degree completion (Aitchison and Mowbray 2013).…”

Section: Introductionmentioning

confidence: 99%

Pedagogical Design Promoting Writing Productivity on the Doctoral Level – a Case Study from Finland

Lappalainen

2016

JOAW

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Publication productivity constitutes a key measure of institutional and researcher performance, determining success in university rankings and academic career development. To promote such productivity, Aalto University launched the Writing Doctoral Research course for engineers. To build a domain-specific course for doctoral candidates, their needs were examined quantitatively (n=325) and qualitatively (n=74). The aim was to identify pedagogy for raising the quality of publications and expediting doctoral degree completion.These investigations showed that 1) in the absence of sufficient supervision, engineers require more support in writing-related mental processes, 2) the mechanics of writing needs to promote argumentativity, 3) researchers lack precision when describing their research aims, 4) articulation of causality in data commentary requires more accuracy, and 5) instruments must be provided for writer self-correction.Instead of taking the lexicogrammar approach, the course was designed in a way that aligned with the principles of enculturation, assisting researchers in scientific positioning and socialization into their fields. Such an approach emphasizes reporting and structural conventions in engineering and the field-specific academic style.

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Starting Points and Theoretical Perspectives

Zackariasson,

Magnusson

2024

Supervising Student Independence

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Doctoral women: managing emotions, managing doctoral studies

Cited by 65 publications

References 28 publications

Conceptualising Doctoral Writing as an Affective-political Practice

Conceptualising Doctoral Writing as an Affective-political Practice

Pedagogical Design Promoting Writing Productivity on the Doctoral Level – a Case Study from Finland

Starting Points and Theoretical Perspectives

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