Borders, paths and orientations: assembling the higher education research field as doctoral students and supervisors
While higher education (HE) is entrenched as a context for scholarly inquiry in Australian universities, there remains contest about it as a research field. Unlike other forms of 'Education', in Australia there is no undergraduate programme inducting students into HE's key questions,...
Gespeichert in:
| Veröffentlicht in: | Teaching in higher education 2021-04, Vol.26 (3), p.422-437 |
|---|---|
| Hauptverfasser: | , , , , , , , , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 437 |
|---|---|
| container_issue | 3 |
| container_start_page | 422 |
| container_title | Teaching in higher education |
| container_volume | 26 |
| creator | Peseta, Tai Kligyte, Giedre Bell, Amani Hardiman, Brittany Leadbeatter, Delyse Pizzica, Jenny Saliba, Gina Salisbury, Fiona Thomson, Kate Yucel, Robyn |
| description | While higher education (HE) is entrenched as a context for scholarly inquiry in Australian universities, there remains contest about it as a research field. Unlike other forms of 'Education', in Australia there is no undergraduate programme inducting students into HE's key questions, scholars, and inquiry modes. For new doctoral students, learning to make an original contribution to a field described as a practice, a discipline, and context is a persistent challenge. In this paper, we 'think with' the concepts of borders, paths and orientations to interrogate our practices as doctoral students and supervisors in the field of HE research, under the formation #thesisthinkers. We offer multiple accounts of how #thesisthinkers invites us to confront HE as a field, and in particular, how #thesisthinkers has invigorated us to build a useable landscape of the HE research field that sustains multiple pathways for doctoral researchers, leaving behind traces for others to tread. |
| doi_str_mv | 10.1080/13562517.2021.1885022 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_eric_</sourceid><recordid>TN_cdi_eric_primary_EJ1295323</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1295323</ericid><sourcerecordid>2516084540</sourcerecordid><originalsourceid>FETCH-LOGICAL-c360t-d6941d34958eb99a80907f3f11c4a0192d655e46207b9feebf62a49ad87643b13</originalsourceid><addsrcrecordid>eNp9kM1O3TAQhaOqSKW0j4Bkqdvm4t8k7qoU8VchsWnXlhOPiVFufDt2QLw9vgS6ZDUjzXfOSF9VHTO6YbSjJ0yohivWbjjlbMO6TlHOP1SHTLa0ZlzLj2UvTL2HPlWfU7qnlErN5WGVf0V0gOk72dk8JmJnRyIGmLPNIc7pB7EpwbafwnxH8ghkDHcjIAG3DC8EQUhgcRiJDzC5ghMXhxzRTiTlxZWmtTUtO8CHkCKmL9WBt1OCr6_zqPp7cf7n7Kq-ub28Pju9qQfR0Fy7RkvmhNSqg15r21FNWy88Y4O0lGnuGqVANpy2vfYAvW-4ldq6rm2k6Jk4qr6tvTuM_xZI2dzHBefy0hQVDe2kkrRQaqUGjCkheLPDsLX4ZBg1e8HmTbDZCzavgkvueM0BhuF_5vx3Ma4EF-X-c72H2Ufc2seIkzPZPk0RPdp5CMmI9188Aw-yjJs</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2516084540</pqid></control><display><type>article</type><title>Borders, paths and orientations: assembling the higher education research field as doctoral students and supervisors</title><source>Education Source (EBSCOhost)</source><creator>Peseta, Tai ; Kligyte, Giedre ; Bell, Amani ; Hardiman, Brittany ; Leadbeatter, Delyse ; Pizzica, Jenny ; Saliba, Gina ; Salisbury, Fiona ; Thomson, Kate ; Yucel, Robyn</creator><creatorcontrib>Peseta, Tai ; Kligyte, Giedre ; Bell, Amani ; Hardiman, Brittany ; Leadbeatter, Delyse ; Pizzica, Jenny ; Saliba, Gina ; Salisbury, Fiona ; Thomson, Kate ; Yucel, Robyn</creatorcontrib><description>While higher education (HE) is entrenched as a context for scholarly inquiry in Australian universities, there remains contest about it as a research field. Unlike other forms of 'Education', in Australia there is no undergraduate programme inducting students into HE's key questions, scholars, and inquiry modes. For new doctoral students, learning to make an original contribution to a field described as a practice, a discipline, and context is a persistent challenge. In this paper, we 'think with' the concepts of borders, paths and orientations to interrogate our practices as doctoral students and supervisors in the field of HE research, under the formation #thesisthinkers. We offer multiple accounts of how #thesisthinkers invites us to confront HE as a field, and in particular, how #thesisthinkers has invigorated us to build a useable landscape of the HE research field that sustains multiple pathways for doctoral researchers, leaving behind traces for others to tread.</description><identifier>ISSN: 1356-2517</identifier><identifier>EISSN: 1470-1294</identifier><identifier>DOI: 10.1080/13562517.2021.1885022</identifier><language>eng</language><publisher>Abingdon: Routledge</publisher><subject>Communities of Practice ; Doctoral Dissertations ; doctoral education ; Doctoral Students ; doctoral supervision ; Educational Research ; Foreign Countries ; Graduate students ; Higher Education ; Higher education research ; path-making ; Reflection ; Student Research ; Supervisors</subject><ispartof>Teaching in higher education, 2021-04, Vol.26 (3), p.422-437</ispartof><rights>2021 Informa UK Limited, trading as Taylor & Francis Group 2021</rights><rights>2021 Informa UK Limited, trading as Taylor & Francis Group</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c360t-d6941d34958eb99a80907f3f11c4a0192d655e46207b9feebf62a49ad87643b13</citedby><cites>FETCH-LOGICAL-c360t-d6941d34958eb99a80907f3f11c4a0192d655e46207b9feebf62a49ad87643b13</cites><orcidid>0000-0002-9551-3970 ; 0000-0001-9661-299X ; 0000-0002-1884-1428 ; 0000-0003-1422-2504 ; 0000-0001-6030-651X ; 0000-0002-5891-8856 ; 0000-0002-0760-4945 ; 0000-0002-7993-074X ; 0000-0001-6074-8211</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,776,780,27901,27902</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1295323$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Peseta, Tai</creatorcontrib><creatorcontrib>Kligyte, Giedre</creatorcontrib><creatorcontrib>Bell, Amani</creatorcontrib><creatorcontrib>Hardiman, Brittany</creatorcontrib><creatorcontrib>Leadbeatter, Delyse</creatorcontrib><creatorcontrib>Pizzica, Jenny</creatorcontrib><creatorcontrib>Saliba, Gina</creatorcontrib><creatorcontrib>Salisbury, Fiona</creatorcontrib><creatorcontrib>Thomson, Kate</creatorcontrib><creatorcontrib>Yucel, Robyn</creatorcontrib><title>Borders, paths and orientations: assembling the higher education research field as doctoral students and supervisors</title><title>Teaching in higher education</title><description>While higher education (HE) is entrenched as a context for scholarly inquiry in Australian universities, there remains contest about it as a research field. Unlike other forms of 'Education', in Australia there is no undergraduate programme inducting students into HE's key questions, scholars, and inquiry modes. For new doctoral students, learning to make an original contribution to a field described as a practice, a discipline, and context is a persistent challenge. In this paper, we 'think with' the concepts of borders, paths and orientations to interrogate our practices as doctoral students and supervisors in the field of HE research, under the formation #thesisthinkers. We offer multiple accounts of how #thesisthinkers invites us to confront HE as a field, and in particular, how #thesisthinkers has invigorated us to build a useable landscape of the HE research field that sustains multiple pathways for doctoral researchers, leaving behind traces for others to tread.</description><subject>Communities of Practice</subject><subject>Doctoral Dissertations</subject><subject>doctoral education</subject><subject>Doctoral Students</subject><subject>doctoral supervision</subject><subject>Educational Research</subject><subject>Foreign Countries</subject><subject>Graduate students</subject><subject>Higher Education</subject><subject>Higher education research</subject><subject>path-making</subject><subject>Reflection</subject><subject>Student Research</subject><subject>Supervisors</subject><issn>1356-2517</issn><issn>1470-1294</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2021</creationdate><recordtype>article</recordtype><recordid>eNp9kM1O3TAQhaOqSKW0j4Bkqdvm4t8k7qoU8VchsWnXlhOPiVFufDt2QLw9vgS6ZDUjzXfOSF9VHTO6YbSjJ0yohivWbjjlbMO6TlHOP1SHTLa0ZlzLj2UvTL2HPlWfU7qnlErN5WGVf0V0gOk72dk8JmJnRyIGmLPNIc7pB7EpwbafwnxH8ghkDHcjIAG3DC8EQUhgcRiJDzC5ghMXhxzRTiTlxZWmtTUtO8CHkCKmL9WBt1OCr6_zqPp7cf7n7Kq-ub28Pju9qQfR0Fy7RkvmhNSqg15r21FNWy88Y4O0lGnuGqVANpy2vfYAvW-4ldq6rm2k6Jk4qr6tvTuM_xZI2dzHBefy0hQVDe2kkrRQaqUGjCkheLPDsLX4ZBg1e8HmTbDZCzavgkvueM0BhuF_5vx3Ma4EF-X-c72H2Ufc2seIkzPZPk0RPdp5CMmI9188Aw-yjJs</recordid><startdate>20210403</startdate><enddate>20210403</enddate><creator>Peseta, Tai</creator><creator>Kligyte, Giedre</creator><creator>Bell, Amani</creator><creator>Hardiman, Brittany</creator><creator>Leadbeatter, Delyse</creator><creator>Pizzica, Jenny</creator><creator>Saliba, Gina</creator><creator>Salisbury, Fiona</creator><creator>Thomson, Kate</creator><creator>Yucel, Robyn</creator><general>Routledge</general><general>Taylor & Francis Ltd</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>U9A</scope><orcidid>https://orcid.org/0000-0002-9551-3970</orcidid><orcidid>https://orcid.org/0000-0001-9661-299X</orcidid><orcidid>https://orcid.org/0000-0002-1884-1428</orcidid><orcidid>https://orcid.org/0000-0003-1422-2504</orcidid><orcidid>https://orcid.org/0000-0001-6030-651X</orcidid><orcidid>https://orcid.org/0000-0002-5891-8856</orcidid><orcidid>https://orcid.org/0000-0002-0760-4945</orcidid><orcidid>https://orcid.org/0000-0002-7993-074X</orcidid><orcidid>https://orcid.org/0000-0001-6074-8211</orcidid></search><sort><creationdate>20210403</creationdate><title>Borders, paths and orientations: assembling the higher education research field as doctoral students and supervisors</title><author>Peseta, Tai ; Kligyte, Giedre ; Bell, Amani ; Hardiman, Brittany ; Leadbeatter, Delyse ; Pizzica, Jenny ; Saliba, Gina ; Salisbury, Fiona ; Thomson, Kate ; Yucel, Robyn</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c360t-d6941d34958eb99a80907f3f11c4a0192d655e46207b9feebf62a49ad87643b13</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2021</creationdate><topic>Communities of Practice</topic><topic>Doctoral Dissertations</topic><topic>doctoral education</topic><topic>Doctoral Students</topic><topic>doctoral supervision</topic><topic>Educational Research</topic><topic>Foreign Countries</topic><topic>Graduate students</topic><topic>Higher Education</topic><topic>Higher education research</topic><topic>path-making</topic><topic>Reflection</topic><topic>Student Research</topic><topic>Supervisors</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Peseta, Tai</creatorcontrib><creatorcontrib>Kligyte, Giedre</creatorcontrib><creatorcontrib>Bell, Amani</creatorcontrib><creatorcontrib>Hardiman, Brittany</creatorcontrib><creatorcontrib>Leadbeatter, Delyse</creatorcontrib><creatorcontrib>Pizzica, Jenny</creatorcontrib><creatorcontrib>Saliba, Gina</creatorcontrib><creatorcontrib>Salisbury, Fiona</creatorcontrib><creatorcontrib>Thomson, Kate</creatorcontrib><creatorcontrib>Yucel, Robyn</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><jtitle>Teaching in higher education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Peseta, Tai</au><au>Kligyte, Giedre</au><au>Bell, Amani</au><au>Hardiman, Brittany</au><au>Leadbeatter, Delyse</au><au>Pizzica, Jenny</au><au>Saliba, Gina</au><au>Salisbury, Fiona</au><au>Thomson, Kate</au><au>Yucel, Robyn</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1295323</ericid><atitle>Borders, paths and orientations: assembling the higher education research field as doctoral students and supervisors</atitle><jtitle>Teaching in higher education</jtitle><date>2021-04-03</date><risdate>2021</risdate><volume>26</volume><issue>3</issue><spage>422</spage><epage>437</epage><pages>422-437</pages><issn>1356-2517</issn><eissn>1470-1294</eissn><abstract>While higher education (HE) is entrenched as a context for scholarly inquiry in Australian universities, there remains contest about it as a research field. Unlike other forms of 'Education', in Australia there is no undergraduate programme inducting students into HE's key questions, scholars, and inquiry modes. For new doctoral students, learning to make an original contribution to a field described as a practice, a discipline, and context is a persistent challenge. In this paper, we 'think with' the concepts of borders, paths and orientations to interrogate our practices as doctoral students and supervisors in the field of HE research, under the formation #thesisthinkers. We offer multiple accounts of how #thesisthinkers invites us to confront HE as a field, and in particular, how #thesisthinkers has invigorated us to build a useable landscape of the HE research field that sustains multiple pathways for doctoral researchers, leaving behind traces for others to tread.</abstract><cop>Abingdon</cop><pub>Routledge</pub><doi>10.1080/13562517.2021.1885022</doi><tpages>16</tpages><orcidid>https://orcid.org/0000-0002-9551-3970</orcidid><orcidid>https://orcid.org/0000-0001-9661-299X</orcidid><orcidid>https://orcid.org/0000-0002-1884-1428</orcidid><orcidid>https://orcid.org/0000-0003-1422-2504</orcidid><orcidid>https://orcid.org/0000-0001-6030-651X</orcidid><orcidid>https://orcid.org/0000-0002-5891-8856</orcidid><orcidid>https://orcid.org/0000-0002-0760-4945</orcidid><orcidid>https://orcid.org/0000-0002-7993-074X</orcidid><orcidid>https://orcid.org/0000-0001-6074-8211</orcidid></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 1356-2517 |
| ispartof | Teaching in higher education, 2021-04, Vol.26 (3), p.422-437 |
| issn | 1356-2517 1470-1294 |
| language | eng |
| recordid | cdi_eric_primary_EJ1295323 |
| source | Education Source (EBSCOhost) |
| subjects | Communities of Practice Doctoral Dissertations doctoral education Doctoral Students doctoral supervision Educational Research Foreign Countries Graduate students Higher Education Higher education research path-making Reflection Student Research Supervisors |
| title | Borders, paths and orientations: assembling the higher education research field as doctoral students and supervisors |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-30T03%3A11%3A22IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_eric_&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Borders,%20paths%20and%20orientations:%20assembling%20the%20higher%20education%20research%20field%20as%20doctoral%20students%20and%20supervisors&rft.jtitle=Teaching%20in%20higher%20education&rft.au=Peseta,%20Tai&rft.date=2021-04-03&rft.volume=26&rft.issue=3&rft.spage=422&rft.epage=437&rft.pages=422-437&rft.issn=1356-2517&rft.eissn=1470-1294&rft_id=info:doi/10.1080/13562517.2021.1885022&rft_dat=%3Cproquest_eric_%3E2516084540%3C/proquest_eric_%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=2516084540&rft_id=info:pmid/&rft_ericid=EJ1295323&rfr_iscdi=true |