This book identifies and challenges assumptions about the doctorate and the discourses associated with it. The editors and contributors subvert and transform the de facto assumptions that frame the ways in which 'the doctorate' is spoken and written, and thus underpin approaches to planning, conducting and evaluating doctoral research. Giving voice to doctoral students and supervisors, the book opens a pathway for their own stories: why students entered doctoral study, the understandings and experiences they gleaned from it, and the implications for their own character. The book questions what kinds of discourses help to construct contemporary doctoral research, and how these might be de- and reconstructed, and asks what doctoral study might look like in the future. Academics, students and practitioners alike will find an avenue into rigorous research design from reflective and insightful scholars who provide a voice for doctoral strategies for success.
Arvustused
This collection a worthwhile read for doctoral education researchers, in my opinion they also serve a radical function for existing doctoral students. ... This book serves as a testament ... and as inspiration for doctoral students to document their journeys, situate themselves among current debates, and improve the degree for the next generation. ... For doctoral students considering making contributions to doctoral studies, this book is a rare collation of exemplars. (Joshua Wang, Journal of Learning Development in Higher Education, Issue 30, March, 2024)
Chapter
1. Disrupting Dominant Discourses and Celebrating
Counternarratives: Sustaining Success for Doctoral Students and Supervisors.-
Chapter
2. Mobilising the Discursive Power of Original and Significant
Contributions to Knowledges by Doctoral Students: Nuancing Narratives of
Australian Historiographies, Japanese Environmental Policy-Making and
Australian Show Childrens Education.
Chapter
3. Im an Anthropologist,
Damn It!: Reflections on the Challenges to the Ethical Authenticity of My
Research.
Chapter
4. Ethical Doctoral AdvisorStudent Relationships in the
United States: Uncovering Unknown Expectations and Actions.
Chapter
5.
Proven Best Practices in Guiding Non-Traditional Dissertation Students to
Degree Conferral in the United States.
Chapter
6. On the Need for Womens
Alliances in the Gendered Spaces of Doctoral Programs and Academia: An
Account of Challenges and Strategies.
Chapter
7. Experiencing the Thesis and
its Multiple Strategies in the Start-Up Ecosystemin Montréal, Canada.-
Chapter
8. Deconstructing the Ph in PhD.
Chapter
9. The Good, the Bad
and the Ugly of Completing a Thesis by Publication.
Chapter
10.
Incorporating Agile Principles in Completing and Supervising a Thesis by
Publication.
Chapter
11. Persistent Myths about Dissertation Writing and One
Proven Way of Breaking Free of Their Spell.
Chapter
12. Cracking through the
Wall to Let the Light in: Disrupting Dominant Doctoral Discourses through
Collaborative Autoethnography.
Chapter
13. Alone but Not Lonely: The Joys of
Finding Your Online Doctoral Writing Tribe.
Chapter
14. A Doctoral
Experience from a Multicultural and Multidisciplinary Perspective.
Chapter
15. Horizontal Leadership and Shared Power: Developing Agency and Identity
through Connected Pedagogy in a Writing Circle at an Australian University.-
Chapter
16. Long-Range Impact through Slow Reverberation: Narratives about
Mature-Aged Scholars and Making a Contribution.
Chapter
17. My Doctoral
Journey in India: A Transformational Opportunity to Know Myself.
Chapter
18.
The Doctoral Viva: Defence or Celebration?.
Chapter
19. Beyond the
Dissertation Manuscript: A Duoethnography of the Elucidation of Doctoral
Researcher Agency.
Chapter
20. Doctoral Discourses: The Journey Past,
Present and Beyond.
Deborah L. Mulligan is a Postdoctoral Researcher at the University of Southern Queensland, Australia. Naomi Ryan is Lecturer within the USQ College at the Toowoomba Campus of the University of Southern Queensland, Australia. Patrick Alan Danaher is Professor of Educational Research in the School of Education at the Toowoomba Campus of the University of Southern Queensland, Australia. He is also currently Adjunct Professor at Central Queensland University and James Cook University, both in Australia, and Docent in Social Justice and Education at the University of Helsinki, Finland.
