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Negotiating the doctorate as an academic professional: identity work and sense making through auto ethnographic methods

Boncori, Ilaria and Smith, Charlotte (2019) 'Negotiating the doctorate as an academic professional: identity work and sense making through auto ethnographic methods.' Teaching in Higher Education. ISSN 1356-2517

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Abstract

This article focuses on identity flux and related negotiations that occur for doctoral students who start PhD programmes whilst already in post as full-time academics. Theoretically, we develop the concept of the learned and the learning academic as end points within a continuum used to explore academic identity negotiations. Autoethnography is here employed as a tool for reflexive engagement to illustrate how the identity sensemaking process for those who find themselves suspended in the studentlecturer ‘limbo’ is fostered by the recognition and engagement with critical incidents. Our findings contribute to studies on academic identities and to research on teaching and learning at the doctoral level by shedding light on the experience of learning and identity negotiation for a particular set of students.

Item Type: Article
Uncontrolled Keywords: identity negotiations, reflexivity, doctoral study, autoethnography, academics, learning
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Faculty of Humanities > International Academy
Depositing User: Elements
Date Deposited: 26 Apr 2019 08:48
Last Modified: 26 Apr 2019 08:48
URI: http://repository.essex.ac.uk/id/eprint/23697

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