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230102 ||| eng |
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|a 9783031110160
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| 100 |
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|a Mulligan, Deborah L.
|e [editor]
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| 245 |
0 |
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|a Deconstructing Doctoral Discourses
|h Elektronische Ressource
|b Stories and Strategies for Success
|c edited by Deborah L. Mulligan, Naomi Ryan, Patrick Alan Danaher
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| 250 |
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|a 1st ed. 2022
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| 260 |
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|a Cham
|b Palgrave Macmillan
|c 2022, 2022
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| 300 |
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|a XXIX, 344 p. 15 illus., 9 illus. in color
|b online resource
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| 505 |
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|a Chapter 16. Long-Range Impact through Slow Reverberation: Narratives about Mature-Aged Scholars and Making a Contribution -- Chapter 17. My Doctoral Journey in India: A Transformational Opportunity to Know Myself -- Chapter 18. The Doctoral Viva: Defence or Celebration? -- Chapter 19. Beyond the Dissertation Manuscript: A Duoethnography of the Elucidation of Doctoral Researcher Agency. Chapter 20. Doctoral Discourses: The Journey – Past, Present and Beyond
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| 505 |
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|a Chapter 7. Experiencing the Thesis and its Multiple Strategies in the Start-Up Ecosystemin Montréal, Canada -- Chapter 8. Deconstructing the “Ph” in “PhD” -- Chapter 9. The Good, the Bad and the Ugly of Completing a Thesis by Publication -- Chapter 10. Incorporating Agile Principles in Completing and Supervising a Thesis by Publication -- Chapter 11. Persistent Myths about Dissertation Writing and One Proven Way of Breaking Free of Their Spell -- Chapter 12. Cracking through the Wall to Let the Light in: Disrupting Dominant Doctoral Discourses through Collaborative Autoethnography -- Chapter 13. Alone but Not Lonely: The Joys of Finding Your Online Doctoral Writing Tribe -- Chapter 14. A Doctoral Experience from a Multicultural and Multidisciplinary Perspective -- Chapter 15. Horizontal Leadership and Shared Power: Developing Agency and Identity through Connected Pedagogy in a Writing Circle at an Australian University --
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|a Chapter 1. Disrupting Dominant Discourses and Celebrating Counternarratives: Sustaining Success for Doctoral Students and Supervisors -- Chapter 2. Mobilising the Discursive Power of “Original and Significant Contributions to Knowledges by Doctoral Students: Nuancing Narratives of Australian Historiographies, Japanese Environmental Policy-Making and Australian Show Children’s Education -- Chapter 3. “I’m an Anthropologist, Damn It!”: Reflections on the Challenges to the Ethical Authenticity of My Research -- Chapter 4. Ethical Doctoral Advisor–Student Relationships in the United States: Uncovering Unknown Expectations and Actions -- Chapter 5. Proven Best Practices in Guiding Non-Traditional Dissertation Students to Degree Conferral in the United States -- Chapter 6. On the Need for Women’s Alliances in the Gendered Spaces of Doctoral Programs and Academia: An Account of Challenges and Strategies --
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| 653 |
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|a Study Skills
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| 653 |
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|a Higher Education
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| 653 |
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|a Dissertations, Academic
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| 653 |
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|a Study and Learning Skills
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| 653 |
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|a Revision and Exam
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| 653 |
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|a Education, Higher
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| 653 |
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|a Thesis and Dissertation
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| 653 |
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|a Test-taking skills
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| 700 |
1 |
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|a Ryan, Naomi
|e [editor]
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| 700 |
1 |
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|a Danaher, Patrick Alan
|e [editor]
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| 041 |
0 |
7 |
|a eng
|2 ISO 639-2
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| 989 |
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|b Springer
|a Springer eBooks 2005-
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| 490 |
0 |
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|a Palgrave Studies in Education Research Methods
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| 028 |
5 |
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|a 10.1007/978-3-031-11016-0
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| 856 |
4 |
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|u https://doi.org/10.1007/978-3-031-11016-0?nosfx=y
|x Verlag
|3 Volltext
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|a 378
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| 520 |
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|a This book identifies and challenges assumptions about the doctorate and the discourses associated with it. The editors and contributors subvert and transform the de facto assumptions that frame the ways in which 'the doctorate' is spoken and written, and thus underpin approaches to planning, conducting and evaluating doctoral research. Giving voice to doctoral students and supervisors, the book opens a pathway for their own stories: why students entered doctoral study, the understandings and experiences they gleaned from it, and the implications for their own character. The book questions what kinds of discourses help to construct contemporary doctoral research, and how these might be de- and reconstructed, and asks what doctoral study might look like in the future. Academics, students and practitioners alike will find an avenue into rigorous research design from reflective and insightful scholars who provide a voice for doctoral strategies for success. Deborah L.Mulligan is a Postdoctoral Researcher at the University of Southern Queensland, Australia. Naomi Ryan is Lecturer within the USQ College at the Toowoomba Campus of the University of Southern Queensland, Australia. Patrick Alan Danaher is Professor of Educational Research in the School of Education at the Toowoomba Campus of the University of Southern Queensland, Australia. He is also currently Adjunct Professor at Central Queensland University and James Cook University, both in Australia, and Docent in Social Justice and Education at the University of Helsinki, Finland
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