Supervising cohorts of higher degree research students: design catalysts for industry and innovation

Wrigley, Cara; Wolifson, Peta; Matthews, Judy

doi:10.1007/s10734-020-00605-3

Cited by 10 publications

(2 citation statements)

References 43 publications

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“…The context within which this larger project has to be seen is not only doctoral attrition rates -usually put at around 50 per cent worldwide (e.g. Churchill et al 2021, Cosgrove 2022) -but also PhD students' academic or professional "enculturation" (Lee 2012, Lee & Murray 2015, Wrigley et al 2021 and their well-being and resilience (e.g. Lee 2018, Schmidt & Hansson 2018, Bekkouchei et al 2021.…”

Section: Introductionmentioning

confidence: 99%

“…They do not examine the less obvious meanings encoded in the discursive transformations to be observed. Wrigley et al (2021), for example, deploys interviews, focus groups and reflective journals but these textual sources support the discussion and are not analysed linguistically. The same holds for Baydarova et al's (2021) semi-structured interviews with doctoral students and supervisors.…”

Section: Introductionmentioning

confidence: 99%

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Recontextualising "Doing a doctoral degree" as a social practice complex: Evidence from Malaysia

Rycker

2023

D&I

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The current study is part of a longitudinal research project into the relationship between students’ ways of recontextualising their doctoral degree experience and eventual programme completion. Building on earlier findings reported in De Rycker (2014, 2022), the objective is to examine the hidden ontology of “doing a doctoral degree”. The primary data consist in structured interviews conducted with 20 doctoral students at the Universiti Malaya, Kuala Lumpur, Malaysia. Using Van Leeuwen’s (2008) socio-semantic model for the critical study of discourse, the analysis of the interviews produced two major empirical findings. First, doctoral students’ discourse is characterised by a strong sense of personal agency but also a lack of specificity and a simplification of the overall practice complex, in which doing research seems to be reduced to mere semiotic actions. Secondly, students construe “doing a doctoral degree” as a mystifying process replete with paradoxes. Further interpretative analysis suggests that semiotic action representations play a significant role as self-enhancing metonyms for “doing research”, helping students to demystify the academic practice and resolve some of its inherent contradictions. Implications for supervisory practice as well as the larger research project will be discussed.

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