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Negotiating the doctorate as an academic professional: identity work and sensemaking through authoethnographic methods

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journal contribution
posted on 20.03.2019, 08:50 by I Boncori, C Smith
This article focuses on identity flux and related negotiations that occur for doctoral students who start PhD programmes whilst already in post as full-time academics. Theoretically, we develop the concept of the learned and the learning academic as end points within a continuum used to explore academic identity negotiations. Autoethnography is here employed as a tool for reflexive engagement to illustrate how the identity sensemaking process for those who find themselves suspended in the student-lecturer ‘limbo’ is fostered by the recognition and engagement with critical incidents. Our findings contribute to studies on academic identities and to research on teaching and learning at the doctoral level by shedding light on the experience of learning and identity negotiation for a particular set of students.

History

Citation

Teaching in Higher Education, 2019

Author affiliation

/Organisation/COLLEGE OF SOCIAL SCIENCES, ARTS AND HUMANITIES/School of Business

Version

AM (Accepted Manuscript)

Published in

Teaching in Higher Education

Publisher

Taylor & Francis (Routledge)

issn

1356-2517

eissn

1470-1294

Acceptance date

12/12/2018

Copyright date

2019

Publisher version

https://www.tandfonline.com/doi/full/10.1080/13562517.2018.1561436

Notes

The file associated with this record is under embargo until 18 months after publication, in accordance with the publisher's self-archiving policy. The full text may be available through the publisher links provided above.

Language

en

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