Working in the borderlands: critical perspectives on doctoral education

Carter, Susan; Smith, Karen; Harrison, Neil

doi:10.1080/13562517.2021.1911098

Cited by 18 publications

(4 citation statements)

References 52 publications

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“…Today, the central position of the monograph within doctoral education has been displaced; its authority disrupted. There has been a burgeoning of different routes for doctoral study beyond the monograph‐led PhD, encompassing professional doctorates, practice‐based doctorates, and doctorates awarded for scholarly publication (Cardoso et al, 2022; Carter et al, 2021).…”

Section: Doctoral Educationmentioning

confidence: 99%

“…Our study had two aims. As supervisors, examiners and doctoral students ourselves, we have observed that the last few decades have seen a rapid diversification and transformation in doctoral education (Cardoso et al, 2022; Carter et al, 2021; Heron et al, 2023). It is increasingly apparent that new opportunities for study, combined with an increasingly competitive academic landscape, have disrupted what it means to undertake a doctorate (Gravett, 2021), as well as reshaping the literacy practices that comprise a doctoral experience in new ways that are not commonly acknowledged.…”

Section: Introductionmentioning

confidence: 99%

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The doctorate unbound: relationality in doctoral literacy research

2023

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What do literacy events look and feel like for doctoral students, and how do these events overlap intertextually, materially and relationally? The last three decades have seen a rapid diversification in doctoral education where new opportunities for study, combined with an increasingly competitive landscape, have disrupted what it means to undertake a doctorate, as well as reshaping the literacy practices that comprise doctoral experiences in new ways that have not been fully explored. To understand literacies in new ways, we put to work the construct of literacy‐as‐event, and engage ideas from assemblage theory, to theorise the relationality of literacy practices. Crucially, our study seeks to examine how literacies are emergent and entangled within a wider network of relations. This article draws on data from interviews involving critical incidents with 12 doctoral students, in order to unpack the literacy moments, beyond the thesis, that comprise students' experiences. Our data suggest that we can understand doctoral literacies, not as bounded occurrences, but as assemblages of practices. We contend that thinking with concepts of assemblage and of event offers new insights into the evolving experiences of doctoral students, as well as offering an enriched understanding of literacies and literacy research.

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Section: Doctoral Educationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The doctorate unbound: relationality in doctoral literacy research

2023

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“…Since the turn of the 21st century, there has been ongoing growth in Doctor of Philosophy (PhD) enrolments in a number of countries, including the United Kingdom (UK), the United States, Australia, China, and many countries in mainland Europe (Carter et al, 2021;Davies et al, 2007;Liu et al, 2020). Although there are significant variations in the practice of doctoral education across nations (Brodin, 2018), there is widespread acknowledgement that evidence of creativity is expected in the research that students produce (Clarke & Lunt, 2014;Frick, 2011;Liu et al, 2020;Whitelock et al, 2008).…”

Section: Introductionmentioning

confidence: 99%

Creativity and the Doctor of Philosophy: The Case for Creativity Education Within Doctoral Programs

Daniel

2024

Creativity Studies

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Doctoral education is an increasingly prevalent part of the worldwide higher education landscape. Although there are variations in how programs are constructed and delivered, there is general agreement that evidence of creativity is expected in the final thesis. Despite the significant attention the supervisory process has received in the literature, students’ views on creativity as it applies to their candidature have not been extensively explored. This article reports on interviews with a sample of 12 current doctoral students in the areas of the arts, social sciences, and education from the theoretical perspective of the systems model of creativity. Interview participants were invited to reflect on the concept of creativity, and the factors which support or constrain their potential to be creative. The findings reveal that on reflection, students are able to identify the creative elements of their work, however the findings also indicate that creativity education should be given greater focus in doctoral programs, in order to embed this important concept and process to support students’ learning journey.

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“…Policy developments which have diversified, and formalized doctoral education have resulted in the encouragement for supervisors and candidates to clarify expectations and a range of strategies are promoted for this purpose. In terms of diversification of doctoral education, Carter et al (2021) informs how policy developments, have introduced different types of degrees, increased the number of candidates, led to the growth of part-time candidates and seen a shift in demographics relating to gender and age. Regarding the formalization of doctoral education Taylor et al (2018) adds that the developments that aim to both formalize and regulate doctoral education are evident in the reduced time to complete, the attachment of funding to completions as opposed to enrolments, increased regulation through codes of practice and the shift towards a provider-consumer relationship.…”

Section: Introductionmentioning

confidence: 99%

Using Stimulus Material to Explore How Supervisors and Candidates Clarify Expectations During the Research Supervision Process in England

Everitt

Blackburn

2023

IJDS

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Aim/Purpose: This study examined the perceptions of doctoral supervisors and candidates around how expectations for doctoral supervision are clarified, and the strategies used. Background: Clarifying expectations is recommended in supervisor and candidate handbooks, supervisor training and recognition programme. Formal strategies have been adopted as a blanket approach by some departments, faculties, or universities but little research explores supervisor and candidate perceptions of this practice or available strategies. Methodology: Semi-structured interviews using stimulus material were held with nine supervisors and nine doctoral candidates from a university in England which adopts a team supervision model. Supervisor and candidate dyads were not used. Contribution: This study can be used to consider the process of clarifying expectations. A smorgasbord or selection of strategies is presented, for practice. Findings: Six supervisors were clarifying expectations at the beginning using an informal discussion, although some supervisors used multiple strategies. Candidates did not recall their expectations being clarified. Some supervisors and candidates believed that expectations did not need to be clarified and there were concerns about formal strategies. Team supervision had a positive and negative influence. Four candidates wanted expectations clarifying but the different starting points and power issues suggested that supervisors need to create the space for regular discussions as part of a working alliance. Recommendations for Practitioners: The stimulus material or smorgasbord of strategies can encourage dialogue between supervisors and candidates to enable them to discuss and select appropriate strategies, from the full range available. Recommendation for Researchers: Researchers might want to undertake their own studies using stimulus material. The smorgasbord could be used in practice and research undertaken to see how it could be further developed. Impact on Society: Supervisors and candidates using the smorgasbord and the idea of the working alliance can assist to have ongoing conversations about expectations. Future Research: Researchers could conduct studies in other universities to see if similar findings are discovered. Future research could be undertaken where institutions have adopted a formal approach.

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Working in the borderlands: critical perspectives on doctoral education

Cited by 18 publications

References 52 publications

The doctorate unbound: relationality in doctoral literacy research

The doctorate unbound: relationality in doctoral literacy research

Creativity and the Doctor of Philosophy: The Case for Creativity Education Within Doctoral Programs

Using Stimulus Material to Explore How Supervisors and Candidates Clarify Expectations During the Research Supervision Process in England

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