Investigating Candidates’ Research Experience Beyond the Thesis: The Peripheral World of the Doctorate

Brien, DL; Owens, A; Batty, C; Ellison, E

Investigating Candidates’ Research Experience Beyond the Thesis: The Peripheral World of the Doctorate

Brien, DL Owens, A Batty, C

Ellison, E

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Publisher:: Australasian Association of Writing Programs
Publication Type:: Journal Article
Citation:: TEXT: Journal of Writing and Writing Programs, 2019, (Special Issue 57), pp. 1 - 17
Issue Date:: 2019-01-01

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Field	Value	Language
dc.contributor.author	Brien, DL	en_US
dc.contributor.author	Owens, A	en_US
dc.contributor.author	Batty, C https://orcid.org/0000-0002-8542-4763	en_US
dc.contributor.author	Ellison, E	en_US
dc.date.issued	2019-01-01	en_US
dc.identifier.citation	TEXT: Journal of Writing and Writing Programs, 2019, (Special Issue 57), pp. 1 - 17	en_US
dc.identifier.issn	1327-9556	en_US
dc.identifier.uri	http://hdl.handle.net/10453/137488
dc.description.abstract	This article focuses on both the process and the results of a recently completed research project that concentrated on what are commonly seen as peripheral aspects of the doctorate; that is, aspects of candidature that lie beyond, and outside of, the core work of what is widely understood to be research training. The project saw 18 candidates from the creative arts and humanities – and creative writing in particular – gather to reflect upon their learning journeys, and then analyse and theorise the ‘human’ dimensions of undertaking a doctorate. These often peripheral aspects were revealed to have a major influence on undertaking a research degree, as well as affecting candidates’ progress and satisfaction with their studies, and career potential beyond the research degree. This article first outlines how candidates were able to develop a language with which to identify some of the major human dimensions – the lived experience – of undertaking a doctorate that emerged from the project. It then explores how candidates were able to articulate their own growth in the form of producing an edited collection of essays in order that others might benefit from this reflective learning.	en_US
dc.publisher	Australasian Association of Writing Programs	en_US
dc.relation.ispartof	TEXT: Journal of Writing and Writing Programs	en_US
dc.title	Investigating Candidates’ Research Experience Beyond the Thesis: The Peripheral World of the Doctorate	en_US
dc.type	Journal Article
utslib.citation.volume	Special Issue 57	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	1904 Performing Arts and Creative Writing	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/Creative Writing Program
utslib.copyright.status	open_access
pubs.consider-herdc	true	en_US
pubs.issue	Special Issue 57	en_US
pubs.publication-status	Published	en_US

Abstract:

This article focuses on both the process and the results of a recently completed research project that concentrated on what are commonly seen as peripheral aspects of the doctorate; that is, aspects of candidature that lie beyond, and outside of, the core work of what is widely understood to be research training. The project saw 18 candidates from the creative arts and humanities – and creative writing in particular – gather to reflect upon their learning journeys, and then analyse and theorise the ‘human’ dimensions of undertaking a doctorate. These often peripheral aspects were revealed to have a major influence on undertaking a research degree, as well as affecting candidates’ progress and satisfaction with their studies, and career potential beyond the research degree. This article first outlines how candidates were able to develop a language with which to identify some of the major human dimensions – the lived experience – of undertaking a doctorate that emerged from the project. It then explores how candidates were able to articulate their own growth in the form of producing an edited collection of essays in order that others might benefit from this reflective learning.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/137488