Series EditorsPatrick Alan Danaher

University of Southern Queensland Toowoomba, QLD, Australia

Fred Dervin University of Helsinki

Helsinki, Finland

Caroline Dyer School of Politics and International Studies

University of Leeds Leeds, UK

Máirín Kenny Independent researcher

Wexford, Ireland

Bobby Harreveld School of Education and the Arts

Central Queensland University Rockhampton, Australia

Michael Singh Centre for Educational Research

Western Sydney University Penrith, NSW, Australia

Palgrave Studies in Education Research Methods

This series explores contemporary manifestations of the fundamental par-adox that lies at the heart of education: that education contributes to the creation of economic and social divisions and the perpetuation of socio-cultural marginalisation, while also providing opportunities for individual empowerment and social transformation. In exploring this paradox, the series investigates potential alternatives to current educational provision and speculates on more enabling and inclusive educational futures for individuals, communities, nations and the planet. Specific developments and innovation in teaching and learning, educational policy-making and education research are analysed against the backdrop of these broader developments and issues.

More information about this series at http://www.palgrave.com/gp/series/15092

Tanya M. Machin · Marc Clarà · Patrick Alan Danaher

Editors

Traversing the DoctorateReflections and Strategies from Students, Supervisors

and Administrators

EditorsTanya M. MachinSchool of Psychology and CounsellingUniversity of Southern QueenslandToowoomba, QLD, Australia

Marc ClaràDepartment of PsychologyUniversity of LleidaLleida, Spain

Patrick Alan DanaherFaculty of Business, Education, Law and ArtsUniversity of Southern QueenslandToowoomba, QLD, Australia

Palgrave Studies in Education Research MethodsISBN 978-3-030-23730-1 ISBN 978-3-030-23731-8 (eBook)https://doi.org/10.1007/978-3-030-23731-8

© The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG, part of Springer Nature 2019This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed.The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

This Palgrave Macmillan imprint is published by the registered company Springer Nature Switzerland AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland

For doctoral students, supervisors and administrators, and all those who empower and enable their work to empower and enable others in turn.

vii

Foreword

“To move, to brathe, to fly, to float, to gain all while you give, to roam the roads of lands remote, to travel is to live”. What better reflection on traversing the doctorate can there be than this famous quotation from the great Danish poet Hans Christian Andersen, taken from his book on his own life journey? This quotation, used here as a metaphor, not only encapsulates the essence of the physical experience of travelling, but also provides a description of what it is to go through a process of roaming, navigating and learning hitherto unknown realms.

Therefore, “to travel is to live” but it also brings to life new knowl-edge. This move enables a change of perspective, and, more importantly, allows for the subsequent emergence of a doctoral student or a supervi-sor as an altered person. Everybody who has been through the process of traversing the doctorate will acknowledge this, although the change often will show up incrementally over time as new types of research, and different insights and expectations from the surroundings will be a reality.

Throughout the process of traversing the doctorate, as well as the responses noted above, there may be psychological reactions, often in response to changes in everyday life. Often doctoral studies imply

periods of work at other universities to obtain supervision and to access more resources. With all these changes, there may be many difficult sit-uations and hours of doubt.

In this important book on traversing the doctorate, you will find sup-port for your own journey as a student or as the supervisor of a candi-date undertaking a doctorate. This applies to any aspect that calls for a need to read what other people, having been in the same situation, have experienced, and it perhaps will advise or recommend ways of nav-igating the lonely ride and the abyss that now and then overshadow the positive aspects of completing the doctoral thesis.

This important book will also provide inspiration for those at univer-sities and elsewhere managing the doctoral process and who are respon-sible for the allocation of resources and structural issues of importance.

Traversing the doctorate implies “crossing over” in a rollercoaster pro-cess where you, through this turbulent process, gain both new knowl-edge and academic recognition. Hence, at the end of the day, this achievement will provide the cornerstone for new insights, new relations, a growing personality and a new position in the research community of practice. So, dear reader and user of this book: “Happy Traversing” and do remember the famous but true words: “To travel is to live”.

Esbjerg, Denmark Christian QuvangDocent, Ph.D. and Psychologist

Christian Quvang, Associate Professor at the University College of Southern Denmark, conducts research for the Ministry of Education and the Ministry for Social Affairs with focus on inclusion in Denmark. He is responsible for research and development projects and presentations in institutions, organisa-tions, municipalities and regions and cooperation with several NGO associa-tions on inclusion and exclusion. He teaches Danish and International master, bachelor and diploma level courses. He is lead and co-lead on various EU ERASMUS projects and at the present and until 2021 the lead in the project SPISEY or “Supporting and promoting practices and policies for inclusion, schooling, education and work for youth”.

viii Foreword

ix

Acknowledgements

The editors are very grateful to the following individuals, without whom this book would not have been published:

• The contributing chapter authors who have shared their experiences and knowledge of doctoral study, supervision and administration.

• Ms. Eleanor Christie, Ms. Becky Wyde and their colleagues from Palgrave Macmillan for being efficient and encouraging publishers of the book.

• Associate Professor Christian Quvang from the University College of Southern Denmark for writing the Foreword to the book.

• Ms. Meredith Harmes for providing exemplary project management of the book, including organising the editors, typesetting the manu-script and composing the index with her customary diplomacy and initiative.

• Associate Professor Marcus Harmes for his multiple contributions to ensuring the book’s clarity and quality.

• Colleagues who reviewed individual chapters in the book.• Ms. Jodie Gunders for her earlier work in commencing the book

project.

• Ms. Hazel Harrower and Ms. Katrina Wilson from the University of Southern Queensland, Australia for providing helpful administrative support.

• Our colleagues from the University of Southern Queensland, Australia and the University of Lleida, Spain for helping to create collegial and congenial working environments.

x Acknowledgements

xi

Contents

1 Traversing the Doctorate: Situating Scholarship and Identifying Issues 1Tanya M. Machin, Marc Clarà and Patrick Alan Danaher

Part I Designing the Doctorate

2 Conceptual Review of Digital Competences for Doctoral Supervision 15Guillermo Bautista and Anna Escofet

3 Confirmation of Candidature: An Autoethnographic Reflection from the Dual Identities of Student and Research Administrator 29Cristy L. Bartlett and Douglas C. Eacersall

4 Communicating “Success” with Research Students: Institutional Responsibilities in Encouraging a Culture of Research Higher Degree Completions 57Mark Emmerson

5 A Picture of the Research Field of Doctoral Education from the Students’ Perspectives: Studies Using Questionnaires and Scales 75Maria Cerrato Lara, Montserrat Castelló Badia and Kirsti Lonka

6 Engineering the Doctorate: Designing a Highway to Traverse 91Jay Somasundaram and Prue Howard

Part II Supervising the Doctorate

7 Research on Doctoral Supervision: What We Have Learnt in the Last 10 Years 117Gabriela González-Ocampo and Montserrat Castelló Badia

8 Doctoral Supervision as a Relational Endeavour, a Pedagogical Commitment and Reciprocal Growth 143Nona Press, Dolene Rossi, Coralie Graham and Patrick Alan Danaher

9 Shifting Players: Supervision Changes During the Ph.D. Journey 165Jennifer Tatebe

10 Writing Regularly as a Thesis-Completion Strategy 179Brian Martin

Part III Relationships in the Doctorate

11 Tiptoeing Around the Institution? Doctoral Supervision in the Knowledge Economy 197Atholl Murray and Cecily Jensen-Clayton

xii Contents

12 Creating a Community of Practice in a Practice-Led Ph.D. 217Sarah Peters and Janet McDonald

13 Looking for, Learning from and Finally Becoming the Voice of Experience: A Communities of Practice Perspective on the Doctoral Journey 237Aastha Malhotra

14 Supervising at a Distance: The Transformation of Assistance during a Doctoral Journey across Different Continents 253Bernadita Justiniano, Teresa Mauri and Marc Clarà

15 Experiencing the Journey Together: The Role of Social Support during the Doctorate 269Tanya M. Machin and Renée L. Parsons-Smith

16 You’re My Anchor and My Sail: A Metaphor for a Successful Supervisor/Supervisee Relationship 287Jennifer Donovan

17 The Effects of Unsupportive Supervision on Doctorate Completions 303Robert Templeton

Part IV Travelling Through the Doctorate

18 A Transforming Researcher: How Did I Get Here? The Life of a First-Year Student Undertaking the Doctor of Education 323Clayton Lawrence

19 Staying on Track: A Targeted Approach to Managing the Ph.D. Journey 339Joanne Doyle

Contents xiii

20 Strategies for Ph.D. Completion: A Critical Reflection by Completed Ph.D. Candidates 355Jessica Z. Marrington and Evita March

21 Traversing through Reversing: Using Doctoral Studies to Juxtapose Research with Practice 371Lindy Kimmins

22 Depression, Doctorates and Self 393Robert Templeton

23 Exploring the Transition Between Doctoral Student and Early Career Academic: A New Perspective on Activity Systems 409Kevin Larkin

Index 429

xiv Contents

xv

Notes on Contributors

Montserrat Castelló Badia is Full Professor in Educational Psychology and Director of the Research Institute on Applied Psychology at Universitat Ramon Llull in Barcelona, Spain. Her research interests include early career researcher writing and identity development.

Cristy L. Bartlett is an Associate Lecturer and Learning Advisor (Engineering, Built Environment and Information Technology) at the University of Southern Queensland (USQ), Australia. She has extensive experience in higher degree by research administration, and is a member of the Australian Collaboratory for Career, Employability & Learning for Living (ACCELL) at USQ, a multidisciplinary research team with a focus on adaptive capacity and career learning. Her research interests are in education, the psychology of work, research development and train-ing, and individual differences.

Dr. Guillermo Bautista holds a Ph.D. in Education and is an Associate Professor and researcher in the Faculty of Education at the Open University of Catalonia, and is also a member of the research group Learning Environments and Materials.

Dr. Maria Cerrato Lara is a Lecturer in Educational Psychology at the Universitat Internacional de Catalunya (UIC Barcelona) since September 2016. She was awarded her Ph.D. by Ramon Llull University in 2014. Her doctoral thesis explores the relationship between writing conceptions and psychological well-being in Ph.D. students. Maria did her pre-doctoral stay at the University of Helsinki (2012), and was a guest Lecturer at the Aalto University School of Business in Finland (2013). Before moving to UIC Barcelona, she was a postdoc researcher at Oxford Brookes University (2015–2016).

Marc Clarà (Ph.D. in Psychology) is a Serra Húnter Fellow at the University of Lleida. His research interests include teachers’ reflec-tion, teachers’ emotion and decision making, and dialogic educational interaction, especially collective inquiry. Currently he is the Principal Investigator of the NARRES project (funded by the Ministry of Economy and Business of Spain), which investigates the narrative medi-ation of teachers’ emotions.

Patrick Alan Danaher is Professor in Educational Research in the School of Education at the Toowoomba campus of the University of Southern Queensland, Australia. He is also an Adjunct Professor in the School of Education and the Arts at Central Queensland University, Australia, and Docent in Social Justice and Education at the University of Helsinki, Finland. His research interests include the education of occupationally mobile communities; education research ethics, meth-ods, politics and theories; and academics’, educators’ and researchers’ work and identities.

Dr. Jennifer Donovan lectures in Education, particularly Science, at the University of Southern Queensland, Australia. From a B.Sc. (Botany) she enjoyed 14 years of teaching high school, then 10 years of teaching anything from mosses to muscles and stars to cells at Edith Cowan and Curtin Universities. From the Western Australian Curriculum Council, she moved into research, culminating in her prize-winning doctorate on the influence of mass media on primary school students’ understandings of genes and DNA. Author/co-author of 7 chapters and 17 articles, she has supervised 1 doctoral student to completion and has 7 more in various stages of their journeys.

xvi Notes on Contributors

Dr. Joanne Doyle has been an Honorary Research Associate with the University of Southern Queensland (USQ), Australia since 2016. Prior to this, Joanne held the position of Research Proposal and Project Manager with USQ’s Australian Digital Futures Institute. Joanne has a background in project management, stakeholder engagement and policy formulation, and has worked in business, industry and regional development. In 2017, Joanne completed a Ph.D. exploring the real-world influences of research undertaken in Australian higher education institutions.

Douglas C. Eacersall is a Lecturer and Learning Advisor (Higher Degree by Research) at the University of Southern Queensland, Australia. His research interests are in education, technology enhanced learning, research development and training, identity and popular culture. He has worked on a number of research projects in the areas of education, history and sociolinguistics, including a major Australian Research Council project examining language and cultural maintenance in the Australian Sudanese community. He has presented research from these projects at various Australian and international research conferences.

Dr. Mark Emmerson completed a Ph.D. in Australian Migration History in 2015, while working professionally in the Higher Degree by Research (HDR) sector at the University of Southern Queensland, Australia.

Dr. Anna Escofet holds a Ph.D. in Education and is a teacher at the University of Barcelona. She is a member of the research group Learning Environments and Materials.

Gabriela González-Ocampo is coordinator of innovation and research projects at UPAEP University in Puebla, México and researcher in the SINTE-Lest team at Universitat Ramon Llull. Her research interests include postgraduate education, supervision and research writing.

Coralie Graham is an Associate Professor in the School of Nursing and Midwifery at the University of Southern Queensland, Australia, where she teaches undergraduate students and supervises postgraduate stu-dents. She is dually registered as a Registered Nurse and a Psychologist,

Notes on Contributors xvii

and she has worked in a number of roles in both professional capacities. Coralie’s research interests include resilience, equity, stroke treatment and fatigue related to brain trauma.

Prue Howard is an Associate Professor, mechanical engineer and mem-ber of the Transport and Safety Science team at Central Queensland University, Australia. She is Past President of the Australasian Association for Engineering Education, and former Editor of the Australasian Journal for Engineering Education. She has a B.Eng. (Mech), an M.E. in Dynamics and a Professional Doctorate in Transdisciplinary Studies. Prue has received National Awards in the areas of Women in Engineering and Curriculum Innovation, as well as having received the University’s Vice-Chancellor’s Award for Quality Teaching and the Deans Award for Teaching Excellence twice. Since 1994 her research in engineering education has resulted in significant publications and grants. A major outcome of early grants was the evidence to introduce PBL initially as a philosophy, and then as the basis for the University’s Carrick Award winning engineering programs. Since 1998 she has been involved in research in the area of safe design and the transdisciplinary teaching of safe design.

Cecily Jensen-Clayton works as a mentor and researcher, which draws on her background in business, education, and theology. Cecily’s cur-rent projects include mentoring postgraduate students, providing spiritual guidance to women for effective leadership and contributing to the well-being of persons and their communities in Queensland’s rural, regional, and remote areas.

Dr. Bernadita Justiniano (Ph.D. in Educational Psychology) is a research teacher and curricular coordinator at the Casa Grande University, Guayaquil. She is currently part of the NARRES Ecuador team, which investigates the narrative mediation of teachers’ emo-tions, coordinates the action research project “Reading and Writing at the University, an issue for everyone” and is a master’s thesis guide on parental interactions to promote child development.

Lindy Kimmins worked for many years in student development and support at the University of Southern Queensland, Australia. Her roles included Learning Advisor, tutor in the Tertiary Preparation Program,

xviii Notes on Contributors

Lecturer (Student Support and Development) and lastly Coordinator of Peer Learning. Her interest was always in guiding students in their learning and encouraging their academic development, particularly via the peer-assisted learning initiatives and programs with which she was involved for 23 years. She managed the peer-assisted learning program, Meet-Up, from its inception in 2008 until her retirement at the end of 2017. She now works full-time on recalibrating her life and part-time on her doctorate, which was commenced in 2016.

Dr. Kevin Larkin is a Senior Lecturer (Mathematics Education) at Griffith University, Australia. He is a member of a number of research teams investigating: STEM education in early years education; mathe-matics education in primary and middle school contexts; and pre-service teacher mathematics education. He has published widely in national and international publications in the areas of mathematics education, digital technologies, early years STEM, higher education and Activity Theory. He is an editor of the Mathematics Education Research Journal (MERJ) and Chief Editor of the International Journal for Mathematics Teaching and Learning (IJMTL). He is a Senior Fellow of the Higher Education Academy and Senior Fellow of the Griffith Learning and Teaching Academy. He is the inaugural Chapter Chair for the Arts Education and Law Group Learning and Teaching Academy. Kevin has received numer-ous awards for his teaching, including Griffith University Teacher of the Year in 2016, a National Citation for Inspiring Learning in 2017 and the Australian University Teacher of the Year Award in 2018.

Clayton Lawrence is presently undertaking his research at the University of Southern Queensland, Australia, having his candidature confirmed in 2018. His research question is, “How does professional development align in the construction workplace when consider-ing integrated management systems?” Gathering data in his research, Clayton will be using the Charmaz grounded theory approach. Clayton also audits quality, safety and environment management systems for businesses to gain international certification.

Kirsti Lonka is Full Professor in Educational Psychology and Director of the Research Group of Educational Psychology at the University of Helsinki in Finland. Her research interests include motivation, learning

Notes on Contributors xix

and epistemic cognition of university students, Ph.D. students, teachers and pupils. She specialises in innovative teaching and learning methods.

Dr. Tanya M. Machin is a Lecturer in Psychology and Counselling at the School of Psychology and Counselling at the University of Southern Queensland, Australia. Tanya’s Ph.D. focused on the need to belong and Facebook. Her more recent research focuses on social media and devel-opmental psychology topics. She also has an interest in research ethics.

Dr. Aastha Malhotra is a Lecturer in Human Services at the University of Southern Queensland, Australia. She holds a Masters in Human Services and a Ph.D. in Management from the University of Queensland, where she examined the impact of blurring boundaries among the non-profit, public and for-profit sectors on organisational functioning. Aastha considers herself a pracademic and brings with her 15 years of practitioner experience with non-profit organisations, social enterprises and government bodies in India, Canada and Australia. Her key inter-ests include enhancing student learning by embedding practice into the classroom, non-profit leadership and strategy development, and enter-prise capacity-building. Her academic portfolio includes publications in peer-reviewed platforms, reviewing for conferences and journals, teach-ing in the area of community development, non-profit management and leadership, and social enterprise development. She is also a member of relevant management associations and groups. She continues to be actively involved in the industry through management seminars, con-sulting projects, serving as an adjudicator for the Australasian Reporting Awards and giving advice (sometimes unsolicited) to non-profit practi-tioners and social entrepreneurs.

Dr. Evita March is a Senior Lecturer in Psychology and is cur-rently employed at Federation University Australia, Victoria, Berwick Campus. She is the Psychology Discipline Coordinator of Online Engagement. Evita teaches unto the undergraduate program, and supervises honours and higher degree research students. Evita’s areas of research expertise include mate preferences, personality and online behaviours, and she is a member of the International Society for the Study of Individual Differences (ISSID).

xx Notes on Contributors

Dr. Jessica Z. Marrington is a Senior Lecturer in the School of Psychology and Counselling at the University of Southern Queensland, Ipswich Campus, Australia. In the School, Jessica is the Undergraduate Program Coordinator and the Coordinator for Learning and Teaching. Jessica teaches into the undergraduate psychology program, and super-vises honours and higher degree research students. Her research interests include fundamental cognitive processes, self-regulation, and the psy-chological and interpersonal aspects of social media.

Brian Martin is Emeritus Professor of Social Sciences at the University of Wollongong, Australia. He is the author of 18 books and hundreds of articles on nonviolence, dissent, scientific controversies, tactics against injustice, information issues, democracy, education and other issues.

Dr. Teresa Mauri (Ph.D. in Psychology) is a teacher and Professor at the University of Barcelona. She has researched, promoted and co-directed works on the development of the school curriculum, the analysis of the interaction processes in educational situations, learning assessment and innovation, and teaching and evaluation in higher education and spe-cifically in the practicum period of primary teachers-to-be. Her current research focuses on two major areas: first, the study of the formation and development of teachers’ practical knowledge, based on the analysis of the collaborative reflection between teachers in professional contexts, and between tutors and teacher-students in the practicum period; second, evaluation and formative feedback in higher education. She coordinates the line of research named “Joint activity, knowledge and learning in pro-fessional communities: Teachers and students learning together and edu-cational communities in development” in the Interuniversity Doctoral Program on Educational Psychology (DIPE).

Dr. Janet McDonald received her Ph.D. from Arizona State University in 1999. She was the Head of the School of Creative Arts, and is cur-rently an Associate Professor lecturing in Drama and Theatre Studies, at the University of Southern Queensland, Australia. She was Chair of Youth Arts Queensland, the State’s peak body for youth arts, from 2008–2013, and she was co-recipient of the Australian Learning and Teaching Council Citation for Outstanding Contribution to Student Learning

Notes on Contributors xxi

(2009). Her research areas are in well-being and liminal arts practices in regional areas, which were featured in her co-edited book Creative Communities: Regional Inclusion in the Arts (Intellect, 2015).

Atholl Murray has a background in education, psychology and coun-selling. His doctoral study examined men’s experiences of intimacy and how these varied according to individuals’ self-perceptions and self- development. Currently, Atholl works with young people and adults, through psychotherapy, to increase their capacity to cope with, and flourish in, an increasingly complex world.

Dr. Renée L. Parsons-Smith Ph.D., MAPS is an early career academic currently working across multiple universities. Renée typically teaches into undergraduate psychology courses, and is an active researcher. Her research area of interest is predominantly mood and performance. More specifically, Renée focuses on mood profiling within diverse con-texts, as well as interacting in positive and negative mood-performance relationships.

Dr. Sarah Peters is a theatre artist and practice-led researcher. Her verbatim plays engage with communities to tell the shared stories of experience, such as women living with alopecia in bald heads & blue stars, young people navigating mental health and well-being in twel-ve2twentyfive, the experience of growing up in regional Queensland in Eternity and pilgrims on the Camino de Santiago looking for belonging in Blister. Her research traverses articulating the creative process of ver-batim and devised works, investigating the impact of performance and engaging with alternative research methodologies and playwriting strat-egies for theatrically representing lived experience.

Dr. Nona Press is a Senior Lecturer, Curriculum and Learning Design at the Queensland University of Technology, Australia. The focus of her role has been the professional practice development of in-service educa-tors and practitioners. Her professional practice, research and scholar-ship have centred on curriculum and pedagogies that engage students and practitioners in learning and, in turn, enhance the quality of edu-cational experience, particularly through technological means. Her

xxii Notes on Contributors

professional practice has allowed her to pursue a research agenda and a broad research interest in the preparation of students for professional practice across many disciplines.

Dr. Dolene Rossi is a Senior Lecturer in the School of Nursing, Midwifery and Social Sciences at the North Rockhampton campus of Central Queensland University, Australia. She contributes to the learn-ing of undergraduate students who are preparing for professional prac-tice as Registered Nurses, and she supervises research higher degree students; she is also a member of the Central Queensland Hospital Health Service Human Research Ethics Committee. Her research inter-ests include innovative education, with an emphasis on online learn-ing contexts, learner interaction and collaborative learning, and Health Service Delivery, specifically nursing and midwifery roles, scope of prac-tice, and quality and safety in health care.

Jay Somasundaram graduated as an engineer and had a career that spanned several disciplines and industry sectors, including an Australian university. He has retired from the workforce and is undertaking a Ph.D. as a vehicle for pursuing his scholarly interests.

Dr. Jennifer Tatebe is a Senior Lecturer in the School of Critical Studies in Education at the University of Auckland, New Zealand. Her work examines the transformative potential of education in disadvan-taged contexts by exploring the socioeconomic and political contexts of these educational spaces and their influence on teaching and learning.

Dr. Robert Templeton completed his Doctor of Education research degree in 2015 as a student at the University of Southern Queensland (USQ), Australia. His research interests include doctorate motiva-tion from a Self-determination Theory perspective. He is currently an Independent Researcher and Ph.D. student (USQ).

Notes on Contributors xxiii

xxv

List of Figures

Fig. 3.1 A student’s response to feedback from a confirmation panel 51Fig. 6.1 A diagrammatic representation of the two types of degrees 98Fig. 6.2 Comparison of instructional design models

(Somasundaram et al., 2006) 99Fig. 7.1 Distribution of studies by countries 123Fig. 8.1 Methodological fusion in qualitative inquiry

(Adapted from Press, 2017) 148Fig. 8.2 Outcome space for categories of description

in a hierarchical form 158Fig. 13.1 Juxtaposing my doctoral journey against

CoP participation and learning frameworks 239Fig. 19.1 Two-year graph of my doctoral journey showing

weekly satisfaction rating 348Fig. 23.1 System one (attainment of EdD) (Larkin, 2009, p. 56) 414Fig. 23.2 System two (academic career) (Larkin, 2009, p. 57) 414Fig. 23.3 System three (EPS—Gold Coast) (Larkin, 2009, p. 59) 415Fig. 23.4 Emphasising the active subject in a university

CoP activity system 423

xxvii

List of Tables

Table 5.1 Studies using questionnaires and scales measuring Ph.D. students’ experiences on a large scale 79

Table 5.2 The content of studies focusing on specific aspects of the Ph.D. experience 80

Table 5.3 A descriptive analysis of the studies 81Table 6.1 The theoretical framework of the analysis 92Table 6.2 The logics of degrees 103Table 7.1 Distribution of the type of participants 122Table 7.2 Distribution of the methods applied for data collection 124Table 7.3 Purposes of research on supervision 125Table 7.4 Distribution of the studies based on their research

purposes and methods 132Table 8.1 Study participants 149Table 8.2 Summary of the referential and structural aspect

of the conceptions 157Table 23.1 Doctoral student vs. ECA symposium presentations:

An example of an act of transversal within activity systems 418