Researching, Implementing, and Evaluating Industry Focused and Cross-Disciplinary Doctoral Training

Owens, Alison; Brien, Donna Lee; McAllister, Margaret; Batty, Craig; Carson, Susan; Tuckett, Anthony G.

doi:10.28945/4422

Cited by 3 publications

(1 citation statement)

References 38 publications

(47 reference statements)

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“…It was unsurprising to see methodological questions raised as troublesome by students, as it has been widely recognised that doctoral students often encounter complex methodological paradigms (and associated philosophical and scientific assumptions), methodologies and research tools for the first time once they are enrolled (Trafford and Lesham, 2009) and often struggle with being able to identify, articulate and justify a methodological approach that is valid, reliable and ethical for a proposed research question, population and objective (Owens et al, 2019). It was therefore quite unique that these students are suggesting that the discussion about appropriate methodology begins with a potential supervisor pre-enrolment.…”

Section: Discussion Of Resultsmentioning

confidence: 99%

Student reflections on doctoral learning: challenges and breakthroughs

Owens

Brien

Ellison

et al. 2020

SGPE

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Purpose There has been sustained interest in how to support doctoral students through the often-gruelling journey they undertake from enrolment to graduation. Although doctoral numbers and successful completions have been steadily increasing globally as well as in Australia, the quality of student progression and outcomes has been widely interrogated and criticised in the literature that is reported in this paper. The authors’ interest as experienced research higher degree supervisors and research leaders in the creative arts and humanities prompted a research project that aimed to better understand the challenges and breakthroughs involved in completing a doctorate from the perspective of candidates themselves. Design/methodology/approach This was implemented through an action learning collaboration with 18 students from three Australian universities facilitated by four research supervisors. Findings The main findings presented in this paper include the necessity for maintaining, brokering and supporting a range of relationships; understanding expectations of research study and embracing the need for agility in managing these; and finally, using techniques to improve personal agency and ownership of the transformative journey of research higher degree candidature. The importance of establishing an understanding of the multidimensional human experience of doing a doctorate and providing appropriate support through enhanced forms of research training emerged as a core finding from this research project. Research limitations/implications The relatively small number of research participants in this study and the discipline-specific focus prohibits generalizability of findings; however, the collaborative, action learning method adopted represents an approach that is both productive and transferable to other contexts and disciplines. Practical implications Further research might investigate the relevance of the findings from this research to doctoral students in other disciplines and/or institutions or apply the collaborative action learning approach to doctoral training presented here to a range of contexts and cohorts. Social implications Improving doctoral training options to support the multidimensional needs of candidates can better assure the mental and emotional well-being of doctoral students (essential to their continuing intellectual development and sense of agency) through developing sustainable relationships and realistic expectations. This in turn has the potential to address the consistently high attrition rates in doctoral programmes. Originality/value This research contributes new insights from doctoral students on the challenges and breakthroughs experienced by them as they pursue original research through formal study and present a novel, collaborative and empowering approach to doctoral training that can be applied in diverse setting.

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Section: Discussion Of Resultsmentioning

confidence: 99%

Student reflections on doctoral learning: challenges and breakthroughs

Owens

Brien

Ellison

et al. 2020

SGPE

Self Cite

View full text Add to dashboard Cite

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Preparation for doctoral research: a narrative review

McDowall

Ramos

2023

Aust. Educ. Res.

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In Australia, only two-thirds of doctoral students finish their degrees, with underrepresented students completing at even lower rates. Students who successfully complete still experience many challenges throughout their degrees. In this narrative literature review, we use preparation and readiness for the doctorate as a framework to examine how students are prepared for studies at the doctoral level, the challenges they experience, and the support that universities provide. We also weave our own stories of the doctorate to demonstrate how the issues raised in the literature play out for doctoral students. Our findings suggest that how students are prepared for the doctorate remains under-researched, with much of the literature focusing on issues that emerge once students commence, and the supports that are provided in response to these challenges. A future focus on preparation may provide insight into how institutional processes can better support doctoral students to successfully complete their degrees.

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Over Mountain Tops and Through the Valleys of Postgraduate Study and Research: A Transformative Learning Experience from Two Supervisees’ Perspectives

Penman

Lear

2020

IISIT

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Aim/Purpose: The purpose of this paper is to illuminate the learning that happens in assuming a supervisee’s role during the postgraduate study. Background: The facilitators and barriers students encountered while pursuing postgraduate studies, strategies to achieve success in postgraduate studies, and how to decrease attrition rates of students, have been sufficiently explored in literature. However, there is little written about the personal and professional impact on students when they are being supervised to complete their postgraduate studies. Methodology: Autoethnographic method of deep reflection was used to examine the learning that transpired from the supervisee’s perspective. Two lecturers (a Senior Lecturer in Nursing and an Aboriginal Tutor) focused on their postgraduate journeys as supervisees, respectively, with over 30 years of study experience between them, in Australia and abroad. Contribution: Future postgraduate students, researchers, would-be supervisors and experienced supervisors could learn from the reflections of the authors’ postgraduate experiences. Findings: Four themes surfaced, and these were Eureka moments, Critical friend(s), Supervisory relationship, and Transformative learning. The authors highlighted the significance of a supervisory relationship which is key to negotiating the journey with the supervisor. Essential for these students also were insights on finding the path as well as the destination and the transformative aspects that happened as a necessary part of the journey. Conclusion. The postgraduate journey has taught them many lessons, the most profound of which was the change in perspective and attitude in the process of being and becoming. Personal and professional transformative learning did occur. At its deepest level, the authors’ reflections resulted in self-actualization and a rediscovery of their more authentic selves. Recommendations for Practitioners: This article highlights the importance of the supervisory relationship that must be negotiated to ensure the success of the candidate. Reflections of the transformation are recommended to support the students further. Recommendation for Researchers: Quality supervision can make a significant influence on the progress of students. Further research on the supervisory relationship is recommended. Impact on Society: The support in terms of supervision to ensure postgraduate students’ success is essential. Postgraduate students contribute to the human, social, professional, intellectual, and economic capital of universities and nations globally. Future Research: Further reflections of the transformative learning will advance the understanding of the personal and professional changes that occur with postgraduate supervision.

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Researching, Implementing, and Evaluating Industry Focused and Cross-Disciplinary Doctoral Training

Cited by 3 publications

References 38 publications

Student reflections on doctoral learning: challenges and breakthroughs

Student reflections on doctoral learning: challenges and breakthroughs

Preparation for doctoral research: a narrative review

Over Mountain Tops and Through the Valleys of Postgraduate Study and Research: A Transformative Learning Experience from Two Supervisees’ Perspectives

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