Commencing Research Students' Expectations and the Design of Doctoral Induction: Introducing Inflections of Collaboration and Pleasure

Autor/inn/en	McCulloch, Alistair; Bastalich, Wendy
Titel	Commencing Research Students' Expectations and the Design of Doctoral Induction: Introducing Inflections of Collaboration and Pleasure
Quelle	In: Journal of Further and Higher Education, 47 (2023) 5, S.687-698 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McCulloch, Alistair) ORCID (Bastalich, Wendy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2023.2185772
Schlagwörter	Doctoral Students; Expectation; Student Attitudes; Foreign Countries; Doctoral Programs; Educational Environment; Work Life Expectancy; Student Research; Supervisors; Difficulty Level; Australia + Suchen Sie Ihr Suchwort? Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Expectancy; Erwartung; Schülerverhalten; Ausland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Studentenforschung; Schwierigkeitsgrad; Australien
Abstract	Current understandings of the expectations and educational needs of commencing PhD students are based on research focusing on the retrospective recollections of middle or late-stage candidates about the extent to which their expectations at entry were met. This article explores the prospective expectations of 199 commencing PhD students at the point of entry into doctoral study. Students' expectations of PhD study, of being a research student, and of supervisors' expectations of them were collected at doctoral orientation events in an Australian university. The study found that commencing students reproduce institutional discourse about the doctorate being a high-stakes test of the individual's preparedness for membership of an academic discipline, and they envisage a difficult trial involving hard work, initiative, self-sacrifice, and intellectual innovation with little outside support. The implication for institutions is that the same narrative does not need to be placed centre-stage within orientation and induction. Rather, institutions need to bring narrative and practices surrounding PhD commencement more into line with the contemporary doctorate emphasising to incoming students that, undertaken within a networked and supportive environment, the doctorate can involve both enjoyment and work-life balance. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01