The metaphors we study by: the doctorate as a journey and/or as work

Hughes, Christina; Tight, Malcolm

doi:10.1080/07294360.2013.777031

Cited by 38 publications

(30 citation statements)

References 35 publications

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“…Perhaps more than any other finding, this theme highlights something about the 'learning journey' for trainee educational psychologists, which is an essential link between the required broad learning outcomes of training (HCPC, 2012b), and the range of learning opportunities provided (e.g. seminars, directed study, supervision) (Hughes & Tight, 2013). As such, it has the potential to provide both faculty staff and placement supervisors with insight to how trainee psychologists generally develop professional competence during training.…”

Section: Discussionmentioning

confidence: 99%

Practice Placement Experiences and Needs of Trainee Educational Psychologists in England

Woods

Atkinson

Bond

et al. 2015

International Journal of School & Educational Psychology

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As part of initial professional training, educational psychologists in England undertake substantial periods of practice placement, within which the role of supervision is instrumental to their professional learning and effectiveness. The research reported here provides up-to-date and comprehensive information on the experiences and needs of trainee educational psychologists within practice placement. Focus group meetings were held with trainee educational psychologists from each year group at four English training universities. Through a rigorous process of thematic analysis, data from the 12 focus group meetings identified the valued processes and learning outcomes of practice placement in the context of a facilitative supervisory relationship and service context. The need to understand more fully the patterns and dynamics of trainee educational psychologists' practice placement experience is highlighted.

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Section: Discussionmentioning

confidence: 99%

Practice Placement Experiences and Needs of Trainee Educational Psychologists in England

Woods

Atkinson

Bond

et al. 2015

International Journal of School & Educational Psychology

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show abstract

“…The contemporary interest in the nature and use of metaphors is usually traced to Lakoff andJohnson (1980/2003), and has developed considerably since, with a number of recent applications in the field of higher education research (e.g. Bessant, 2002;Lee and Green, 2009;Loads, 2010;Hughes and Tight, 2013;McCulloch, 2013;Tight, 2013b).…”

Section: Theory or Metaphor?mentioning

confidence: 99%

Theory Development and Application in Higher Education Research: Tribes and Territories

Tight

2014

High Educ Policy

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This paper examines the idea of tribes and territories, as an example of a theory developed and applied within higher education research of relevance to higher education policy. It traces the origins and meaning of the term, reviews its application by higher education researchers and discusses the issues it raises and the critiques it has attracted. It is concluded that while, like all theoretical frameworks, tribes and territories has strengths and weaknesses, it remains of use for thinking about academics, disciplines, their relations and associated policy areas.

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“…A common metaphor to describe this process is being on a journey or quest (e.g., Elsey, 2007;Hughes & Tight, 2013;Loyd, Harding-DeKam, & Hamilton, 2015;Skakni, 2018). As McCulloch (2013) rightly noted however, doctoral education is more than just a trip between points A and B to obtain a prize at the end, which is a more typical view of journey as a metaphor.…”

Section: Introductionmentioning

confidence: 99%

“…The journey is heroic in that it is noble and above the mundane, but neither easy nor assured. Few doctoral graduates likely feel like a hero or heroine on an epic journey, but the lessons taught in these heroic tales have potential to inform their choices, to provide a language for discussing their lived experiences, and to offer a means to reflect on these changes in ways that don't often happen in graduate education (Hughes & Tight, 2013;Stevens-Long, Schapiro, & McClintock, 2012;Villate, 2012).…”

Section: Introductionmentioning

confidence: 99%

An Archetypal Analysis of Doctoral Education as a Heroic Journey

Salter

2019

IJDS

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Aim/Purpose: The purpose of this conceptual paper is to align key aspects of the heroic journey archetype with existing research and writing about doctoral students, thereby extending previous discussions of this topic. Background: While obtaining a doctoral degree is often described as a heroic journey, that assertion has not been fully explored from a depth psychology standpoint. Because myth is a form of pedagogy, key heroic archetypes (Pearson, 1986; 1991) provide a means to describe and understand the student experience. Methodology: This synthesis of the scholarship on doctoral education is framed within an alignment of the heroic journey monomyth described by Campbell (2008) to the progression of doctoral student experiences (Gardner, 2009). Various movie characters are used to illustrate the three primary stages of the heroic journey: the departure, initiation, and the return. Contribution: Consistent with other applications of archetypal psychology to education (e.g., Mayes, 2010), the paper presents a way for faculty and students to understand and reflect on the overall educational process. Findings: A more elaborated view of the doctoral journey is provided, including the sequence of challenges faced by students in the process and the types of Hero energies expressed at different points. Recommendations for Practitioners: The responsibilities of doctoral program faculty to create an experience that helps assure success and to mentor students appropriately are reinforced. Recommendation for Researchers: While not a research study, the discussion in this conceptual paper provides a broader context for use of the monomyth as an organizing framework for studies of doctoral education. Impact on Society: The commonly recognized 50% success rate of the best-and-brightest in higher education speaks to the size and scope of the challenge and the resulting stresses from taking this journey. Based on the apparent congruency of the monomyth to the process of doctoral education, continued use of this archetype to address these challenges would seem to be indicated.

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The metaphors we study by: the doctorate as a journey and/or as work

Cited by 38 publications

References 35 publications

Practice Placement Experiences and Needs of Trainee Educational Psychologists in England

Practice Placement Experiences and Needs of Trainee Educational Psychologists in England

Theory Development and Application in Higher Education Research: Tribes and Territories

An Archetypal Analysis of Doctoral Education as a Heroic Journey

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