Reconstructing the doctoral publishing process. Exploring the liminal space

Abstract

An increasing number of professionals take on doctoral studies in order to advance their professional knowledge and develop their practice in line with academic practice. Many choose a thesis by publication. Using a mixed method approach, including data from the publishing process and autoethnographic narrative, this article explores one case of the publishing process for a professional doctoral student. The results show that the doctoral process when reconstructed is an overlapping process in which the professional combines academic and professional skills, moving from a professional doing research to a professional researcher. This space can be understood as a transformative or liminal space of creative opportunities in line with Van Gennep's thoughts regarding rites of passage and liminal space. It is concluded that awareness of the doctoral publishing process may facilitate this process for doctoral students as well as supervisors.

Impact of Supportive Supervisor on Doctoral Students’ Research Productivity: The Mediating Roles of Academic Engagement and Academic Psychological Capital

“…The doctoral supervisor supports such engagement by giving the appropriate award or refusing to penalize if targeted results are not achieved (Lee et al, 2020). Doctoral students feel confident and frequently share matters and ideas with supervisors and get constructive responses (Lindqvist, 2018). The supervisor enhances such confidence by creating a conducive climate where the supervisee feels free to share innovative concepts that motivate individuals to develop innovative skills to solve problems creatively (Gu et al, 2015).…”

“…However, future scholars are urged to investigate another supervising style and its influence on students' productivity/outcomes. Such future studies will enable them to investigate distinct relationship trends of supervision style and performance components and the mediating role of their psychological factors (i.e., academic engagement and academic psychological capital) (Lindqvist, 2018). Similarly, the mediating role of students' academic commitment and adjustment with buffering effects of stressors/strains may also need to be examined; such factors are asserted to influence learning significantly.…”

Disrupting the doctoral journey: re-imagining doctoral pedagogies and temporal practices in higher education

“…Increasingly, this approach might include journal articles from research conducted during the doctoral candidature, as opposed to being comprised of prior research publications. This route has begun to capture some recent attention in the literature, internationally (Mason and Merga 2018;Merga, Mason, and Morris 2019;Håkansson Lindqvist 2018;O'Keeffe 2020). The popularity of this approach may be driven by the inherent opportunities for researchers to develop publication skills -and valuable publication outputs -during the doctoral process, and/or by the increasing diversity of students undertaking doctoral research, who may seek new ways to study.…”

“…This may mean increased opportunities exist to potentially disrupt a process/product tension inherent in traditional monograph-based doctorates, repositioning the thesis as an object of learning and development as opposed to solely an end-product (Kandiko and Kinchin 2012). Notably, incorporating a publishing process, with its lengthy delays, set-backs and likely rejections, into a doctoral journey, will also most likely pose a challenge to the conventional rhythms of a doctorate, instead leading to doctoral experiences that are 'nonlinear, liminal and highly individual ' Håkansson Lindqvist (2018, 1405.…”

“…Often, a doctorate is described as a pathway, journey or trajectory (e.g. Batchelor and Di Napoli 2006;Barnacle and Mewburn 2010;Brook et al 2010;Wisker et al 2010;Wisker 2018;Prøitz and Wittek 2020), a rite of passage (Kiley 2009;Humphrey and Simpson 2012) or a liminal space (Wisker et al 2010;Winstone and Moore 2017;Håkansson Lindqvist 2018;Breier, Herman, and Towers 2020). Doctoral students have also been conceptualised as undertaking a crossing or boundary zone (Prøitz and Wittek 2020), and this special issue explores doctoral education via the trope of a 'borderlands' zone (Andzaldúa 1987).…”