Searching for ‘doctorateness’

Wellington, Jerry

doi:10.1080/03075079.2011.634901

Cited by 63 publications

(57 citation statements)

References 19 publications

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“…In previous work, I (Frick 2011) argued that doctoral becoming requires an alignment between how students view themselves in relation to the research process of becoming a scholar (ontology), how they relate to different forms of knowledge (epistemology), how they obtain and create such knowledge (methodology), and how they frame their interests in terms of their values and ethics within the discipline (axiology). This line of argument positions doctoral becoming as an ontological, epistemological, methodological and axiological concern in which supervisors need to help students' transformation to doctorateness (as described by Wellington 2013). But it is not only the student who is transformed -supervisors also need to shift their ontological, epistemological, methodological and axiological positions when they are faced with students who come from nontraditional knowledge systems.…”

Section: Understanding Each Other's Contextsmentioning

confidence: 99%

“…Such responses to scholarly work need to be rigorous by necessity, but at the same time compassionate (Manathunga 2005). Compassionate rigour furthermore allows for a more complex understanding of doctorateness, as Wellington (2013) suggests. Such an understanding would allow non-dominant ontological and epistemological positions to enter the doctoral discourse, and make the learning experience richer for both student and supervisor.…”

Section: No Compromises On Quality: the Role Of Compassionate Rigour mentioning

confidence: 99%

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Student-Supervisor Relationships in a Complex Society: A Dual Narrative of Scholarly Becoming

Mkhabela¹,

Frick²

2016

Postgraduate Study in South Africa- Surviving and Succeeding

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Section: Understanding Each Other's Contextsmentioning

confidence: 99%

Section: No Compromises On Quality: the Role Of Compassionate Rigour mentioning

confidence: 99%

Student-Supervisor Relationships in a Complex Society: A Dual Narrative of Scholarly Becoming

Mkhabela¹,

Frick²

2016

Postgraduate Study in South Africa- Surviving and Succeeding

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“…Very few students realise that they will not only need to engage in the process of knowledge acquisition and creation, but to also navigate the developmental and scholarly journey towards doctorateness (Trafford & Leshem 2009;Frick 2011). Understanding what is seen to be 'doctorateness', on both the part of the student and the supervisor, is key to understanding the aim of the doctoral journey, but the term is not easily defined (Wellington 2013). In can be useful to understand the concept in terms of the way in which it manifests in the doctoral end product -authentic work, that is scholarly, presented in a clear and orderly fashion, and that makes a contribution in the field (Wellington 2013) -but this does not do the term justice.…”

Section: Understanding the Aim Of The Journeymentioning

confidence: 99%

“…Understanding what is seen to be 'doctorateness', on both the part of the student and the supervisor, is key to understanding the aim of the doctoral journey, but the term is not easily defined (Wellington 2013). In can be useful to understand the concept in terms of the way in which it manifests in the doctoral end product -authentic work, that is scholarly, presented in a clear and orderly fashion, and that makes a contribution in the field (Wellington 2013) -but this does not do the term justice. We would rather argue that doctorateness speaks to a process of 'being and becoming' that accompanies the emergence of a doctoral identity (Green 2005;Barnett & Di Napoli 2007) and can be likened to a furnace that smelts, reshapes, re-forms and moulds.…”

Section: Understanding the Aim Of The Journeymentioning

confidence: 99%

The supervisor’s toolkit: A framework for doctoral supervision in health professions education: AMEE Guide No. 104

et al. 2016

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is an internationally recognised scholar and has conducted over 250 workshops in more than 60 cities, and presented over 200 keynote addresses focusing on curriculum development, assessment, programme evaluation, simulations, and international medical education. Abstract:Doctoral studies represent a complex undertaking for students and supervisors. Some research describes the experience of students and there are volumes of advice for students considering a doctorate. Yet the terrain for supervisors is less well-trodden and the concept of a pedagogy of supervision only really starting to emerge. Texts on the doctoral journey from the supervisor's perspective are uncommon and less yet has been written in the context of health professions education. The aim of this Guide, therefore, is to provide guidance for the supervisor's journey, drawing on our collective experience and such literature as there is. We explore the doctoral journey of students and their supervisors, highlighting what the implications are for supervisory practice. Recognising the doctorate as much more than merely conducting a research project, and seeing it as a shared educational endeavour is fundamental to understanding the doctoral journey -a journey that is complex and mutable, constantly shifting as the candidate moves from novice to expert, from dependence to growing autonomy. Our intention is to present this Guide as a toolkit for both the novice and the experienced supervisor as it, on the one hand, seeks to make the practice of supervision more transparent while on the other, challenges the reader to critically reflect on the supervisory space in which they currently reside. Our hope is that the Guide opens up opportunities for generative conversations about the practice of doctoral supervision in health professions education. 5 Practice Points: A doctorate is about much more than merely conducting a research project; it provides a unique opportunity for shared academic endeavour that ought to be enriching for both student and supervisor. Doctoral supervision should be positioned as a form of pedagogy that is informed by relevant theory and acknowledges the potential of doctoral studies to provide a transformative learning experience. Doctorateness speaks to a process of 'being and becoming' that accompanies the emergence of a doctoral identity with the supervisory process enabling the student's legitimate participation in the disciplinary community of practice. Doctoral supervision requires flexibility and adaptability, a guiding hand and a supportive stance to induct students into the disciplinary space within which educational research resides.6

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“…Debates around the essence of doctorateness and its definition bring with it ideas about what evidence and criteria should be used for judgments about a doctorate. As Wellington (2013) argues:…”

Section: Introductionmentioning

confidence: 99%

Defining Doctorateness: A Concept Analysis

Yazdani¹,

Shokooh

2018

IJDS

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Aim/Purpose: This study analyses the concept of doctorateness and its defining characteristics and gives a definition for it by examining the various ways it is used in doctoral education literature. Background: The term ‘doctorateness’ is an immature unclarified concept referred to as a common quality for all doctoral awards. With the emergence of different types of doctoral studies worldwide, a clear definition for this concept is a requirement. Defining doctorateness can result in major implications for research and the practice of doctoral education, as determining attributes of doctorateness will pose serious expectations regarding standard setting for the process and outcome of doctoral programs and requirements of doctoral students. Methodology: In this study, Walker and Avant’s eight step method of concept analysis is used. The method is a systematic approach frequently used to analyze relatively new concepts. Contribution: The current study moves beyond the earlier studies by isolating defining attributes of the concept and giving a clear conceptual definition for doctorateness. Findings: Five defining attribute of doctorateness refined from literature include independent scholar, developmental and transformative apprenticeship process, original conceptual contribution/scholarship, highest academic degree, and stewardship of the discipline. Based on the defining attributes a definition is formulated for the concept of doctorateness. In addition to giving a definition a conceptual model consisting of five conceptual areas of purpose, process, product, prerequisite, and impact according to the usage of concept in the literature is also presented. Recommendations for Practitioners: By using the conceptual model and defining attributes presented in this study practitioners and professionals in doctoral education can study the effective design for doctoral programs and utilize the definition as a basis for evidencing doctoral awards. Future Research: Defining attributes can also contribute to psychometric researches related to tool development and constructing tools with explicit criteria for doctorate judgment.

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Searching for ‘doctorateness’

Cited by 63 publications

References 19 publications

Student-Supervisor Relationships in a Complex Society: A Dual Narrative of Scholarly Becoming

Student-Supervisor Relationships in a Complex Society: A Dual Narrative of Scholarly Becoming

The supervisor’s toolkit: A framework for doctoral supervision in health professions education: AMEE Guide No. 104

Defining Doctorateness: A Concept Analysis

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