Home > Research > Publications & Outputs > Together But Alone

Research

Electronic data

  • 2021anietiephd

    Final published version, 9.09 MB, PDF document

    Available under license: CC BY-SA: Creative Commons Attribution-ShareAlike 4.0 International License

Text available via DOI:

View graph of relations

Together But Alone: Belongingness and Troublesome Socio-Academic Identities of Distance Doctoral Students

Research output: Thesis › Doctoral Thesis

Published

Standard

Together But Alone: Belongingness and Troublesome Socio-Academic Identities of Distance Doctoral Students. / Ukpabio, Anietie Godswill.
Lancaster University, 2021. 244 p.

Research output: Thesis › Doctoral Thesis

Harvard

Ukpabio, AG 2021, 'Together But Alone: Belongingness and Troublesome Socio-Academic Identities of Distance Doctoral Students', PhD, Lancaster University. https://doi.org/10.17635/lancaster/thesis/1331

APA

Ukpabio, A. G. (2021). Together But Alone: Belongingness and Troublesome Socio-Academic Identities of Distance Doctoral Students. [Doctoral Thesis, Lancaster University]. Lancaster University. https://doi.org/10.17635/lancaster/thesis/1331

Vancouver

Ukpabio AG. Together But Alone: Belongingness and Troublesome Socio-Academic Identities of Distance Doctoral Students. Lancaster University, 2021. 244 p. doi: 10.17635/lancaster/thesis/1331

Author

Ukpabio, Anietie Godswill. / Together But Alone : Belongingness and Troublesome Socio-Academic Identities of Distance Doctoral Students. Lancaster University, 2021. 244 p.

Bibtex

@phdthesis{119791a824674573a0b5181289558173,
title = "Together But Alone: Belongingness and Troublesome Socio-Academic Identities of Distance Doctoral Students",
abstract = "Doctoral studies can be daunting and arguably even more daunting when studied from a distance away from the university. In this context, the relevancy of questions surrounding how a sense of belonging is built via interacting from a distance becomes more salient as well as how the student is viewed by members of the doctoral community (peers and staff members).This study aims at exploring how distance doctoral students interact towards building their belongingness and identity within their doctoral community. Through the lenses of Hodgins{\textquoteright}s (2018) Psychological Construct of Belonging, the study explored the data collected from semi-structured interviews using a narrative inquiry approach.The interviews involved 25 distance doctoral students across six higher education institutions in the United Kingdom (UK). The students were studying in various doctoral programmes and at various stages of their programmes.The results contribute significantly to the existing body of knowledge, but also highlight some relevant issues that can enable or constrain the development of a sense of belonging and identity from a distance. Key recommendations are offered that oscillate between those that are within the control of the institutions and those that are not.",
author = "Ukpabio, {Anietie Godswill}",
year = "2021",
month = may,
day = "25",
doi = "10.17635/lancaster/thesis/1331",
language = "English",
publisher = "Lancaster University",
school = "Lancaster University",

}

RIS

TY - BOOK

T1 - Together But Alone

T2 - Belongingness and Troublesome Socio-Academic Identities of Distance Doctoral Students

AU - Ukpabio, Anietie Godswill

PY - 2021/5/25

Y1 - 2021/5/25

N2 - Doctoral studies can be daunting and arguably even more daunting when studied from a distance away from the university. In this context, the relevancy of questions surrounding how a sense of belonging is built via interacting from a distance becomes more salient as well as how the student is viewed by members of the doctoral community (peers and staff members).This study aims at exploring how distance doctoral students interact towards building their belongingness and identity within their doctoral community. Through the lenses of Hodgins’s (2018) Psychological Construct of Belonging, the study explored the data collected from semi-structured interviews using a narrative inquiry approach.The interviews involved 25 distance doctoral students across six higher education institutions in the United Kingdom (UK). The students were studying in various doctoral programmes and at various stages of their programmes.The results contribute significantly to the existing body of knowledge, but also highlight some relevant issues that can enable or constrain the development of a sense of belonging and identity from a distance. Key recommendations are offered that oscillate between those that are within the control of the institutions and those that are not.

AB - Doctoral studies can be daunting and arguably even more daunting when studied from a distance away from the university. In this context, the relevancy of questions surrounding how a sense of belonging is built via interacting from a distance becomes more salient as well as how the student is viewed by members of the doctoral community (peers and staff members).This study aims at exploring how distance doctoral students interact towards building their belongingness and identity within their doctoral community. Through the lenses of Hodgins’s (2018) Psychological Construct of Belonging, the study explored the data collected from semi-structured interviews using a narrative inquiry approach.The interviews involved 25 distance doctoral students across six higher education institutions in the United Kingdom (UK). The students were studying in various doctoral programmes and at various stages of their programmes.The results contribute significantly to the existing body of knowledge, but also highlight some relevant issues that can enable or constrain the development of a sense of belonging and identity from a distance. Key recommendations are offered that oscillate between those that are within the control of the institutions and those that are not.

U2 - 10.17635/lancaster/thesis/1331

DO - 10.17635/lancaster/thesis/1331

M3 - Doctoral Thesis

PB - Lancaster University

ER -