Friend or Foe: The Complexities of Being an Academic and a Doctoral Student in the Same Institution

Autor/inn/en	Clouder, Lynn; Billot, Jennie; King, Virginia; Smith, Jan
Titel	Friend or Foe: The Complexities of Being an Academic and a Doctoral Student in the Same Institution
Quelle	In: Studies in Higher Education, 45 (2020) 9, S.1961-1972 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2019.1643307
Schlagwörter	Doctoral Students; College Faculty; Teacher Attitudes; Cross Cultural Studies; Teaching Experience; Doctoral Programs; Educational Experience; Foreign Countries; Education Work Relationship; Role Perception; Teacher Role; Student Role; Daily Living Skills; New Zealand; United Kingdom + Suchen Sie Ihr Suchwort? Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Fakultät; Lehrerverhalten; Cultural comparison; Kulturvergleich; Bildungserfahrung; Ausland; Role conception; Rollenverständnis; Lehrerrolle; Alltagsfertigkeit; Neuseeland; Großbritannien
Abstract	A growing expectation that academic staff in higher education institutions (HEIs) will be qualified to doctoral level can mean that doctoral study must be juggled alongside administration, teaching, and academic duties. Many academics study in their own institutions. We wished to explore their perspectives on (i) how the two roles, of being an academic as well as a doctoral candidate, interact or not and (ii) the influences and resources at play in navigating the processes. The qualitative study explored staff experiences in two HEIs in the United Kingdom and one in New Zealand. Using Cultural Historical Activity Theory (CHAT) as a theoretical framework, we identified the contradictions within and between academic life and doctoral candidature activity systems. However, we focus on the tools and rules that frame daily academic life and doctoral study, and suggest remodelling systems to be kinder to academic staff brave enough to engage in doctoral study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01