Horns of Dilemmas: Doctoral Learners Share Their Work-Arounds

Abstract

The world of professional practice, and hence of professional practice qualifications, is informed by a range of core exploratory theories: transformational learning (Mezirow, 1991) and experiential learning theories (Kolb, 1984); and critical incident/event technique (Woolsey, 1986), which more recently morphed into an educational theory itself (Tripp, 1993). Famously Kolb wrote: "learning is the process whereby knowledge is created through the transformation of experience" (1984, p. 38). These approaches accord with epistemologies where 'knowing' or 'coming to know' comes from responding with initiative, innovativeness and resilience to moments or even extended periods of flux, uncertainty and the unforeseen. These are responses, characteristic of learners in professional learning settings, that I have elsewhere called "thinking on your feet" (Andrew & Razoumova, 2019). This paper brings together nine short narratives of learners on a Doctor of Professional Practice (DPP) programme sharing their dilemmas and 'work-arounds' or solutions. The study demonstrates the resilience that can result from concerted individual acts of reflection; and, on a collective level, illustrates the range of complex situations in which those on doctoral journeys can find themselves.