Borderlanders: Academic Staff Being and Becoming Doctoral Students

Autor/inn/en	Billot, Jennie; King, Virginia; Smith, Jan; Clouder, Lynn
Titel	Borderlanders: Academic Staff Being and Becoming Doctoral Students
Quelle	In: Teaching in Higher Education, 26 (2021) 3, S.438-453 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Billot, Jennie) ORCID (King, Virginia) ORCID (Smith, Jan) ORCID (Clouder, Lynn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2021.1891408
Schlagwörter	Doctoral Students; College Faculty; Supervision; Responsibility; Foreign Countries; Educational Environment; Work Environment; Identification (Psychology); Supervisor Supervisee Relationship; New Zealand; United Kingdom + Suchen Sie Ihr Suchwort? Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Fakultät; Verantwortungsübernahme; Zuständigkeit; Ausland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Arbeitsmilieu; Neuseeland; Großbritannien
Abstract	The notion of borderlands implies a boundary demarcating a crossing to/from an unfamiliar territory. It is a productive metaphor for dual-status academics -- those employed in academic roles in universities who concurrently undertake doctoral studies. We argue that dual-status academics dwell in an extended form of boundary crossing, potentially to-ing and fro-ing several times a day, inducing unforeseen impacts on identities. Having previously reported the structures that frame this boundary crossing, here we re-analyse an existing data set for the visceral: the stories of code-switching, of peripheral existence and of agentic purpose. Our data indicate that dual-status academics adopt a transactional approach to doctoral supervision that results in a 'fight or flight' response to the emotional and relationship challenges these borderlands present, with implications for how academics manage colleague supervision, both as supervisor and supervisee. Our study leads us to recommend tailored institutional and supervisory support pedagogies for these academics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01