Exploring the Practice of Thesis Construction via the Lens of the Life Career and Paradox

Autor/inn/en	Barnard, Adam; Gee, Ricky
Titel	Exploring the Practice of Thesis Construction via the Lens of the Life Career and Paradox
Quelle	In: Work Based Learning e-Journal International, 11 (2022) 1, S.43-55 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Doctoral Students; Doctoral Dissertations; Doctoral Programs; Case Studies; Autobiographies; Ethnography; Student Attitudes; Reflection; Employment Potential; Story Telling; Education Work Relationship + Suchen Sie Ihr Suchwort? Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Case study; Fallstudie; Case Study; Autobiography; Autobiografie; Autobiographie; Ethnografie; Schülerverhalten; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit
Abstract	Literature Review. The Higher Education Policy Institute (2020) report presents a decline in the attraction of Professional Doctorate Education, one that seeks to address the attrition and length of time of completion of traditional doctorates, yet rests on an undertheorised notion of practice. This paper examines the meaning construction at play in the force and form of expression on professional doctorate programmes and the implications it has for the practice of Doctoral Education. Methodology: Using a case-study methodology, this paper examines a deep autoethnographic work, to illuminate and shine a light on reflective and reflexive encounters across the life career, to challenge the natural attitude of career (equating work and progress) so prevalent within HE employability discourse. Findings: The case provides insight into how such a perspective upon career evokes overarching paradoxes within the reflexive story telling of thesis construction, how the strand of thesis construction begins long before engaging with the doctoral process, interconnecting with multiple strands constituting the life career, from childhood onwards, shaping the final linear story that is pronounced to fit a credentialised framing. Conclusion: The paper thus challenges the dominant narrative of a linear development of Doctoral Education, to a practice much more akin to rhizomatic learning (Deleuze & Guattari, 1987) or constellation learning (Benjamin, 1999) to inform future doctoral policy and practice. (As Provided).
Anmerkungen	Middlesex University. Web site: https://wblearning-ejournal.com/en/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01