A New Mobilities Approach to Re-Examining the Doctoral Journey: Mobility and Fixity in the Borderlands Space

Autor/in	Smith McGloin, Rebekah
Titel	A New Mobilities Approach to Re-Examining the Doctoral Journey: Mobility and Fixity in the Borderlands Space
Quelle	In: Teaching in Higher Education, 26 (2021) 3, S.370-386 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smith McGloin, Rebekah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2021.1898364
Schlagwörter	Doctoral Students; Student Experience; Foreign Countries; Mobility; Intellectual Freedom; Well Being; Creative Thinking; United Kingdom (England) + Suchen Sie Ihr Suchwort? Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Studienerfahrung; Ausland; Mobilität; Mobilitätsförderung; Akademische Freiheit; Intellektuelle Unabhängigkeit; Well-being; Wellness; Wohlbefinden; Kreatives Denken
Abstract	This paper explores doctoral candidates' experiences of making progress through the doctoral space. We engage concepts associated with the 'new mobilities' paradigm (Urry, J. 2007. Mobilities. Cambridge: Polity Press) to provide insight into the candidate experience of the doctoral journey; exploring specifically the interplay between the fixed structure provided by institutional-level progression frameworks that are commonly implemented by UK universities to measure 'timely progress' across disciplines and the borderlands space that enables and facilitates intellectual freedom, creativity, becoming and adventure. Drawing on notions of 'moorings', 'home on the move', 'connectivity and transit spaces' and 'rhizomic thinking' we analyse narrative data generated through the reflective diaries of doctoral candidates at a modern university in the English Midlands to offer new insight into how universities can provide better doctoral education, that supports: candidates to make a contribution to knowledge; protects well-being; and facilitates timely completion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01