Extending collective practices of doctoral education from natural to educational sciences

Hakkarainen, Kai; Hytönen, Kaisa; Makkonen, Juho; Lehtinen, Erno

doi:10.1080/03075079.2014.914910

Cited by 20 publications

(11 citation statements)

References 16 publications

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“…Finally, and of greatest potential relevance to this paper, there are fairly well‐established (if recent) lines of enquiry in education studies around cohort learning and communities of practice, particularly in the realms of teacher education (e.g., Fenge, ) and collective doctoral training (e.g., Hakkarainen et al., ). Some of the best‐known work centres on Wenger's () notion of “communities of practice” – on how cohorts of trainee teachers come to constitute functioning groups with a collective sense of purpose, and on the various forms of learning that follow (Cuddapah & Clayton, ).…”

Section: Theorising Cohortness and (Student) Identitiesmentioning

confidence: 98%

Theorising cohortness: (Mis)Fitting into student geographies

Brown

Kraftl

2019

Trans Inst British Geog

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This paper advances a theory of "cohortness" for understanding the experience and articulation of identities. Using a case study focusing on higher education students, we argue that thinking in terms of cohorts enables an alternative way to examine how people perform, feel, and express their subjectivities collectively, especially within institutional spaces. Our analysis is based on an ongoing research-education project, which ran over five years and involved over 250 undergraduate students at a post-1992 UK university. The project involved large groups of students engaging in an exercise on "mis/fitting," which encouraged them to articulate (as individuals and groups) which identities it was "easy" to perform/hold/display as students, and which it was not. The project also involved a range of subsequent reflective discussions with each group. Our data provide striking insights into how year groups produce "cohortness" in different ways and across intersecting scales. In this paper, we focus on three key themes, which are underpinned by an often ambivalent articulation of contemporary neoliberal ideals: mixtures of deliberation and chance in the production of in-class, microspatial, intertextual dialogues; the intersection of norms and commonalities in the naming of some identity groups (such as sporting interests) and hiding of others (such as fandom); and the significance of personality, performative, and/or bodily traits compared with other aspects of identity. K E Y W O R D Scohorts, encounter, England, identity, intersectionality, student geographies 1 | INTRODUCTION This paper argues for greater attention to what we term "cohortness" in understanding articulations of identity and everyday life. Our main aim is to developand to exemplifya theory of cohortness that can posit key points of departure in enabling geographers and others to explain particular kinds of group identities and experiences, as they are manifest across intersecting spatial scales. Specifically, our interest is in groups of individuals who are "thrown together" (after Massey, 2005): who areperhaps through an institutional space, club, voluntary organisation, or workplacetied together by a mixture of chance and design, and who experience facets of their identities as a cohort. We argue that despite vast literatures about identities, and despite the prevalence of "cohorts" of various kinds in all walks of social life, the features of cohortness, and the ways in which cohorts are assembled and represented, have not been systematically theorised, either within the geographical canon or elsewhere. We also contend that cohortness is a crucial element of identity formation that has diverse implicationsranging from the micro-spatial, emotional geographies of "belonging" (e.g., Bartos, 2013) within a given social context, to critical reflections on the entanglement of neoliberal imperatives with/in contemporary lifestyles (Kelly, 2018).---

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Section: Theorising Cohortness and (Student) Identitiesmentioning

confidence: 98%

Theorising cohortness: (Mis)Fitting into student geographies

Brown

Kraftl

2019

Trans Inst British Geog

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“…The research community comprises social networks, research teams and collaborators beyond the institution, constituting the disciplinary community of practice (Nummenmaa et al , 2008; Stubb et al , 2012; White and Nonnamaker, 2008; Dysthe et al , 2006). At its best, fellow PhD candidates, post-PhD researchers, senior scholars and other staff members and international research networks, special interest groups and external stakeholders (such as funding agencies and cultural foundations) form a functional support system, providing support sources for a range of purposes (Hakkarainen et al , 2016; Pyhältö, 2018; Stubb et al , 2012). Multiple sources of social support in the research community such as group supervision, research seminars and other collective forms of social support are of benefit to PhD candidates in their development to becoming independent researchers (Agné and Mörkenstam, 2018; Peltonen et al , 2017; Skakni, 2018b).…”

Section: Social Support From Supervisor and Research Communitymentioning

confidence: 99%

Personal interest, supervisory and research community support and dropout intentions among Finnish PhD candidates

Cornér

Tikkanen

Anttila

et al. 2023

SGPE

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Purpose This study aims to advance the understanding on individual variations in PhD candidates’ personal interest in their doctorate and supervisory and research community support, and several individual and structural attributes potentially having an impact on the profiles. Design/methodology/approach The authors explored the interrelationship between personal interest – social support profiles, and nationality, gender, research group and study status and the risk of dropping out. A total of 768 PhD candidates from a research-intensive university in Finland responded to a modified version of the cross-cultural doctoral experience survey. Latent profile analysis was used to explore the individual variations in PhD candidates’ interest and support from the supervisor and research community. Findings Three distinctive PhD interest-social support profiles were detected; the high interest–high support profile (74.4%, n = 570), the high interest–moderate support profile (18.2%, n = 140) and the moderate interest–moderate support profile (7.4%, n = 56). The profiles exhibited high to moderate levels of research, development and instrumental interest. Individuals in the high interest–moderate support and in the moderate interest–moderate support profiles were more prone to consider dropping out from their PhD than in the high interest–high support profile. Originality/value The results indicate that by cultivating PhD candidates’ interest and providing sufficient supervisory and the research community offers a means for preventing candidates from discontinuing their doctorate. Hence, building a supportive learning environment that cultivates a PhD candidate’s personal interest is likely to reduce high dropout rates among the candidates.

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“…Doctoral study programs are covered by both educational policy (EUA 2007) and specialized studies (Hakkarainen et al 2016;Walker and Yoon 2017).…”

Section: Doctoral Study Programs In the Educational Sciencesmentioning

confidence: 99%

Paradoxes of Doctoral Studies in Education Sciences in the Czech Republic

Dopita

Vašťatková

2021

QSR

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Adequate staffing of university studies with qualified academics was completed thanks to the reimplementation of three-stage university education during the post-socialist restoration of higher education in the Czech Republic. Thus, the doctoral degree of education has been attained by more than four-fifths of academic staff, with over two-fifths of them being aged 50+. The current course of university studies, including doctoral study programs, is influenced by their focus on educational and research strategy. With regards to the regulations for graduating in doctoral studies, doctoral candidates act as homo oeconomicus following neo-liberal educational policy. The conditions for doctoral studies, namely, those in educational sciences, thus lead to paradoxes caused by the current higher educational policy. The objective of the paper is to analyze the neoliberal set-up of the higher education policy of the Czech Republic in the field of doctoral studies in educational sciences in particular and its possible impacts in the area of labor-market integration of graduates and university training of academics.

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Extending collective practices of doctoral education from natural to educational sciences

Cited by 20 publications

References 16 publications

Theorising cohortness: (Mis)Fitting into student geographies

Theorising cohortness: (Mis)Fitting into student geographies

Personal interest, supervisory and research community support and dropout intentions among Finnish PhD candidates

Paradoxes of Doctoral Studies in Education Sciences in the Czech Republic

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