- Title
- Crossing conceptual thresholds in doctoral communities
- Creator
- McKenna, Sioux
- Date Issued
- 2017
- Date
- 2017
- Type
- text
- Type
- article
- Identifier
- http://hdl.handle.net/10962/66719
- Identifier
- vital:28986
- Identifier
- ISSN 1470-3300
- Identifier
- https://doi.org/10.1080/14703297.2016.1155471
- Description
- Pre-print
- Description
- The traditional apprenticeship model of supervision in which the single scholar charts her individual research path is giving way to more collaborative learning environments. Doctoral programmes, in which communities of scholars work together, have become increasingly common. This study interrogated how being part of such a community enables the conceptual depth we expect at doctoral level. It draws on the notion of conceptual threshold crossing to make sense of the learning experiences of 28 education PhD scholars. Working in a community of doctoral scholars was found to have conceptual impact (i) when the community is supportive, (ii) encourages risk-taking and facilitates conversations across different issues and disciplines, (iii) when the scholars have to regularly articulate their position and (iv) because the programme structure enhances the likelihood of fortuitous encounters with theories and concepts.
- Format
- 9
- Format
- Publisher
- Routledge
- Language
- English
- Relation
- Innovations in Education and Teaching International
- Relation
- McKenna, S. (2017) Crossing conceptual thresholds in doctoral communities. Innovations in Education and Teaching International, 54 (5) p 458-466. https://doi.org/10.1080/14703297.2016.1155471
- Relation
- Innovations in Education and Teaching International volume 54 number 5 458 466 2017
- Rights
- Routledge
- Rights
- Use of this resource is governed by the terms and conditions of the Innovations in Education and Teaching International Copyright Options Statement (https://www.tandfonline.com/action/authorSubmission?journalCode=riie20&page=instructions)
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McKenna, Sioux (Prof)
RU Centre for Higher Education Research, Teaching and Learning (CHERTL)
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