Caldwell, H., Whewell, E. and Richardson, T. (2024) A trio-autoethnographic analysis of the experiences and wellbeing of part-time doctoral students with full-time academic roles. Innovations in Education and Teaching International. 1470-3300.
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Information
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.
Uncontrolled Keywords:
/dk/atira/pure/sustainabledevelopmentgoals/quality_education
Creators:
Caldwell, H., Whewell, E. and Richardson, T.
Faculties, Divisions and Institutes:
Date:
21 August 2024
Date Type:
Publication
Journal or Publication Title:
Innovations in Education and Teaching International
Number of Pages:
4055852
Language:
English
ISSN:
1470-3300
Status:
Published / Disseminated
Refereed:
Yes
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