Abstract
This study highlights the needs and potentialities of an often-overlooked group: Part-Time Doctoral Students who are Full-Time Academics at their institutions (PTSFTAs). Such students are rarely considered in the research literature, yet they face a unique set of tensions as their roles and identities evolve. This study contributes fresh understanding of PTSFTAs’ experiences and wellbeing through a thematic analysis of a series of five open conversations reflecting on the supervisory process. Three PTSFTAs who studied and work at the same institution engaged in a series of trio-autoethnographic dialogues. These dialogues were structured around five doctoral supervision concepts. Tensions are identified that have the potential to affect PTSFTA wellbeing and identity. The study concludes that a student-centred doctoral supervision process can enable PTSFAs to develop multifaceted personal and professional identities and rich personal epistemologies.
Original language | English |
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Number of pages | 15 |
Journal | Innovations in Education and Teaching International |
DOIs | |
Publication status | Published - 21 Aug 2024 |
Data Access Statement
© 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
Keywords
- Doctoral supervision
- wellbeing
- academic role
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A trioethnographic analysis of the experiences and wellbeing of part time doctoral students with full time academic roles
Whewell, E. (Creator), Caldwell, H. (Creator) & Richardson, T. (Creator), Taylor & Francis, 24 Jan 2024
DOI: 10.24339/d7003d88-e17c-4775-9815-7da21a531359
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