A 'Doctoral Compass': Strategic Reflection, Self-Assessment and Recalibration for Navigating the 'Twin' Doctoral Journey

Autor/in	Elliot, Dely Lazarte
Titel	A 'Doctoral Compass': Strategic Reflection, Self-Assessment and Recalibration for Navigating the 'Twin' Doctoral Journey
Quelle	In: Studies in Higher Education, 47 (2022) 8, S.1652-1665 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Elliot, Dely Lazarte)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2021.1946033
Schlagwörter	Doctoral Students; Doctoral Programs; Student Experience; Praxis; Competence; Metacognition; Self Management; Student Development; Reflection; Fundamental Concepts; Hidden Curriculum; Learning Trajectories + Suchen Sie Ihr Suchwort? Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Studienerfahrung; Kompetenz; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Selbstmanagement; Grundlagenplan; Konzept; Heimlicher Lehrplan
Abstract	This conceptual paper contributes to a broader perspective on doctoral experience via a synthesis of several crucial concepts during the doctoral journey. The first part discusses the core challenges customarily confronting doctoral scholars due to the distinct PhD genre leading to introducing the main conceptual base. Metacognition, being central to doctoral knowledge creation, is explored through the stages of competence development and against the competing notions often faced by PhD scholars: the Imposter Syndrome and the Dunning-Kruger Effect. Drawing upon these metacognitive concepts, the implications of crossing competence stages during lengthy, non-linear doctoral trajectories in a high-performance academic culture are further explored. While recognising associated challenges, this paper also highlights a range of available tools, resources, and skillsets useful for the transitional period, doctoral learning progression and eventual completion. This paper has, therefore, interwoven and unified key doctoral experience concepts with a view to proposing a conceptual framework for a doctoral self-management strategy. This holistic framework, a form of metacognitive scaffolding for navigating the PhD experience, is likened to a 'compass' for trekking both the research landscape and the doctoral development landscape. In the absence of a doctoral 'map', employing one's personal metacognitive 'compass' can empower doctoral scholars to manage a potentially complex experience -- by identifying essential praxes to scaffold the entire doctoral process through iterative cycles of reflection, calibration and recalibration of strategic reflection and personal evaluation of one's progression. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01