Un genre universitaire : le rapport de soutenance de thèse

Dardy, Claudine; Ducard, Dominique; Maingueneau, Dominique

doi:10.4000/books.septentrion.51688

Cited by 25 publications

(4 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Some supervisors may even punish their PhD students who failed on these points (Gérard, 2013, p. 166). Although the rich data I collected from the field could not all be used in my thesis, I could rejoice for having passed this "initiatory ritual" (Dardy, Ducard, & Maingueneau, 2002) or "rite of passage" (Bégin & Gérard, 2013;Delamont, Atkinson, & Parry, 1997;Gérard & Simonian, 2014), which allowed me to reconcile the scientific guidance of my supervisor and my personal aspiration of becoming an anthropologist of West African pastoralism. My success in passing my doctoral examination in October 2016, and all the other scientific plans that I made with my supervisor for the future, appear to be the result of a successful enrollment process.…”

Section: Enrollment In the Writing Of My Dissertationmentioning

confidence: 99%

Socio-Technological Enrollment as a Driver of Successful Doctoral Education

Djohy

2019

IJDS

View full text Add to dashboard Cite

Aim/Purpose: This article uses the enrollment approach contained in the Actor-Network Theory (ANT) to challenge the deterministic perspectives of doctoral socialization and offers a new perspective based on co-construction between social and technological entities mobilized during the doctoral education as a driver of success. Background: Most studies have used deterministic approaches to show that the success of doctoral education is the outcome of socialization as shaped by the individual/personal, racial/ethnical, national/cultural, organizational/institutional and disciplinary contexts in which supervisors and supervisees cooperate. In doing so, they overlook the complexity of student-supervisor relationships and the gradual power-based processes of negotiation and persuasion that make the doctoral education successful. Analyzing the author’s own doctoral journey, the article highlights that the doctoral success is rather the result of a socio-technological enrollment as reflected in power-based supervisory politics. Methodology: The methodological approach consisted in an autoethnography that self-reflected on all stages of the doctoral processes and the author’s collaboration with his thesis supervisor from March 2012 until October 2016. Contribution: This paper reveals that the use of an approach of co-construction between technology and society also makes it possible to better understand the relationships between students and supervisors and the implications for socialization in a doctoral setting. Findings: The success of doctoral socialization is not necessarily a matter of individuals, disciplines, or contexts, but rather it depends on the level of articulation and implementation of the supervisory politics inspired by the imbalanced power relations among those involved. The deconstruction of the doctoral supervisory politics reveals that enrollment is an important component that mobilizes human and non-human resources from various scales. Enrollment strategies play a key role in how doctoral students start, progress and complete their doctorate. Recommendations for Practitioners: The results and analysis on socio-technological enrollment-based doctoral education can be useful in the context of support policies towards improving student supervision and facilitating doctoral studies in higher education. Recommendation for Researchers: The paper invites researchers in sociology, anthropology, psychology, education sciences, and other scientific disciplines to a theoretical reconsideration of student-supervisor relationships in the context of research and support to higher education. Impact on Society: The content of this article will help improve collaboration among supervisors and supervisees in higher education and could, thus, contribute to reducing attrition and doctoral dropout.

show abstract

Section: Enrollment In the Writing Of My Dissertationmentioning

confidence: 99%

Socio-Technological Enrollment as a Driver of Successful Doctoral Education

Djohy

2019

IJDS

View full text Add to dashboard Cite

show abstract

“…La práctica discursiva clave en el paso de la vida estudiantil universitaria a la académico-científica está constituida por la producción de un trabajo de graduación (Moyano, 2000;Bunton, 2002), que permite al escritor-académico novato lograr la entrada a la comunidad discursiva y académica de su interés. Es por esta razón que la Tesis ha sido caracterizada como un rito de iniciación, como aprendizaje progresivo y dominio de los signos de pertenencia de una comunidad (Dardy, Ducard y Maingueneau, 2002;Arnoux, 2006). Para Moyano (2000) la Tesis es un género discursivo cuya finalidad es informar y acreditar méritos, y su contenido son los resultados de un trabajo de investigación.…”

Section: Tesisunclassified

La Comunicación Del Conocimiento Propio en Tesis: Variación Entre Grados Académicos en La Sección Desarrollo Teórico

Meza

Rivera

2018

RLA

View full text Add to dashboard Cite

RESUMENEn la escritura de la Tesis, un estudiante, independientemente de su área y nivel académico, comunica el conocimiento de su disciplina mediante dos fuentes. Por un lado, presenta sus propios aportes, demostrando que es capaz de contribuir en la construcción del conocimiento disciplinar (Fuente Propia); y, por otro, reconoce los aportes de otros autores en su área (Fuente Ajena). En esta investigación, en el marco de un estudio cualitativo, se determinaron los recursos discursivos utilizados en la comunicación del conocimiento propio en la sección Desarrollo Teórico de Tesis de Licenciatura, Magíster y Doctorado en Lingüística. Para ello, se analizó un corpus de 36 Tesis, utilizando categorías de análisis propias (funciones de Fuente Propia) validadas mediante juicio de expertos en distintas etapas. El análisis permitió establecer una serie de diferencias entre las Tesis de los distintos grados, a partir de la frecuencia y la variedad de las funciones analizadas. Entre dichas diferencias destacamos el hecho de que es en el nivel de Doctorado en el que mayor variedad de funciones de la Fuente Propia se utilizan, lo que podría dar cuenta del mayor grado de conocimiento, inserción y consolidación de los tesistas del nivel académico más alto. En conclusión, la investigación se erige como un aporte concreto a la descripción empírica de una sección poco considerada en el estudio del género Tesis, y de una disciplina específica, que es Lingüística. Además, la generación de evidencia granular y altamente especializada

show abstract

“…In Anglo-Saxon parts of the world, the word used for an oral examination is viva, coming from the Latin viva voce, meaning 'by the living voice'. In French-speaking countries, it is known as the soutenance de thèse (Dardy et al 2002) and in Italian, difesa pubblica della tesi di laurea. In Chinese, the word for oral defence is written as follows: 答辩 (da bian).…”

Section: The Etymology Of the Vivamentioning

confidence: 99%

Assessing the Viva in Higher Education

Dobson

2018

The Enabling Power of Assessment

View full text Add to dashboard Cite

of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

show abstract

Un genre universitaire : le rapport de soutenance de thèse

Cited by 25 publications

References 0 publications

Socio-Technological Enrollment as a Driver of Successful Doctoral Education

Socio-Technological Enrollment as a Driver of Successful Doctoral Education

La Comunicación Del Conocimiento Propio en Tesis: Variación Entre Grados Académicos en La Sección Desarrollo Teórico

Assessing the Viva in Higher Education

Contact Info

Product

Resources

About