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Doctoral studies as an initiatory trial: expected and taken-for-granted practices that impede PhD students’ progress

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Doctoral studies as an initiatory trial: expected and taken-for-granted practices that impede PhD students’ progress. / Skakni, Isabelle.
In: Teaching in Higher Education, Vol. 23, No. 8, 17.11.2018, p. 927-944.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Skakni, I 2018, 'Doctoral studies as an initiatory trial: expected and taken-for-granted practices that impede PhD students’ progress', Teaching in Higher Education, vol. 23, no. 8, pp. 927-944. https://doi.org/10.1080/13562517.2018.1449742

APA

Skakni, I. (2018). Doctoral studies as an initiatory trial: expected and taken-for-granted practices that impede PhD students’ progress. Teaching in Higher Education, 23(8), 927-944. https://doi.org/10.1080/13562517.2018.1449742

Vancouver

Skakni I. Doctoral studies as an initiatory trial: expected and taken-for-granted practices that impede PhD students’ progress. Teaching in Higher Education. 2018 Nov 17;23(8):927-944. Epub 2018 Mar 12. doi: 10.1080/13562517.2018.1449742

Author

Skakni, Isabelle. / Doctoral studies as an initiatory trial : expected and taken-for-granted practices that impede PhD students’ progress. In: Teaching in Higher Education. 2018 ; Vol. 23, No. 8. pp. 927-944.

Bibtex

@article{d4e7b17ef1c3450387fad18a2b403232,
title = "Doctoral studies as an initiatory trial: expected and taken-for-granted practices that impede PhD students{\textquoteright} progress",
abstract = "Intellectual abilities alone are not sufficient to successfully progress through doctoral studies. Research indicates that modes of training and the context and conditions in which doctoral studies take place also have a significant impact on the process. However, few studies examine how taken-for-granted and self-evident practices in academia likely impede students{\textquoteright} progress. To address this gap, a qualitative inquiry was conducted according to an instrumental case study design. Six human and social sciences faculties at a Canadian university were selected to define the case. In addition to analysing institutional documents pertaining to doctoral studies in this specific context, semi-structured interviews were conducted with 36 PhD students, 14 thesis supervisors and five academic administrators. Based on Giddens{\textquoteright} theory of structuration, the analysis revealed an enduring perception of doctoral studies as an {\textquoteleft}initiatory trial{\textquoteright} that affects both the formal and tacit organisation of the process, and consequently its underlying challenges.",
keywords = "academic culture, doctoral process, doctoral supervision, PhD students",
author = "Isabelle Skakni",
year = "2018",
month = nov,
day = "17",
doi = "10.1080/13562517.2018.1449742",
language = "English",
volume = "23",
pages = "927--944",
journal = "Teaching in Higher Education",
issn = "1356-2517",
publisher = "Routledge",
number = "8",

}

RIS

TY - JOUR

T1 - Doctoral studies as an initiatory trial

T2 - expected and taken-for-granted practices that impede PhD students’ progress

AU - Skakni, Isabelle

PY - 2018/11/17

Y1 - 2018/11/17

N2 - Intellectual abilities alone are not sufficient to successfully progress through doctoral studies. Research indicates that modes of training and the context and conditions in which doctoral studies take place also have a significant impact on the process. However, few studies examine how taken-for-granted and self-evident practices in academia likely impede students’ progress. To address this gap, a qualitative inquiry was conducted according to an instrumental case study design. Six human and social sciences faculties at a Canadian university were selected to define the case. In addition to analysing institutional documents pertaining to doctoral studies in this specific context, semi-structured interviews were conducted with 36 PhD students, 14 thesis supervisors and five academic administrators. Based on Giddens’ theory of structuration, the analysis revealed an enduring perception of doctoral studies as an ‘initiatory trial’ that affects both the formal and tacit organisation of the process, and consequently its underlying challenges.

AB - Intellectual abilities alone are not sufficient to successfully progress through doctoral studies. Research indicates that modes of training and the context and conditions in which doctoral studies take place also have a significant impact on the process. However, few studies examine how taken-for-granted and self-evident practices in academia likely impede students’ progress. To address this gap, a qualitative inquiry was conducted according to an instrumental case study design. Six human and social sciences faculties at a Canadian university were selected to define the case. In addition to analysing institutional documents pertaining to doctoral studies in this specific context, semi-structured interviews were conducted with 36 PhD students, 14 thesis supervisors and five academic administrators. Based on Giddens’ theory of structuration, the analysis revealed an enduring perception of doctoral studies as an ‘initiatory trial’ that affects both the formal and tacit organisation of the process, and consequently its underlying challenges.

KW - academic culture

KW - doctoral process

KW - doctoral supervision

KW - PhD students

U2 - 10.1080/13562517.2018.1449742

DO - 10.1080/13562517.2018.1449742

M3 - Journal article

AN - SCOPUS:85043704792

VL - 23

SP - 927

EP - 944

JO - Teaching in Higher Education

JF - Teaching in Higher Education

SN - 1356-2517

IS - 8

ER -