Pursuing PhD by Publication in Geography: A Collaborative Autoethnography of Two African Doctoral Researchers

Autor/inn/en	Asante, Lewis Abedi; Abubakari, Zaid
Titel	Pursuing PhD by Publication in Geography: A Collaborative Autoethnography of Two African Doctoral Researchers
Quelle	In: Journal of Geography in Higher Education, 45 (2021) 1, S.87-107 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Asante, Lewis Abedi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8265
DOI	10.1080/03098265.2020.1803817
Schlagwörter	Foreign Countries; Graduate Students; Doctoral Programs; Doctoral Degrees; Writing for Publication; Autobiographies; Ethnography; Student Motivation; Research Skills; Journal Articles; Scholarship; Writing Skills; Doctoral Dissertations; Africa + Suchen Sie Ihr Suchwort? Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Doktorandenprogramm; Doctoral degree; Doktorgrad; Autobiography; Autobiografie; Autobiographie; Ethnografie; Schulische Motivation; Forschungsleistung; Journal article; Zeitschriftenaufsatz; Scholarships; Stipendium; Writing skill; Schreibfertigkeit; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Afrika
Abstract	Several scholars have, over the years, written about their experiences of the pathway of PhD by publication (PBP). However, little is known about why African doctoral students pursue PBP and their experiences . In this article, we adopt collaborative autoethnography to document our experiences and motivation for choosing the PBP pathway. Based on our experiences, the choice of PBP is primarily influenced by the candidate's previous research experience and the requirements/practices of the university. The common motivation among African doctoral students is the quest to acquire the requisite research skills and training in journal article publishing and the determination to catch-up in the knowledge economy through the production of high-quality scientific publication. Everyday experiences of PBP are shaped by university expectations, scholarly writing skills, institutional, supervisory and external support systems, research training and resilience. This study concludes by highlighting the positive implications of PBP for educational and socio-economic development in Africa and the world, more generally. It is recommended that journals develop scholar development programs to enable their editors to provide individualized support to PhD students, especially those pursuing PBP. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01