Crossing conceptual thresholds in doctoral communities

Abstract

The traditional apprenticeship model of supervision in which the single scholar charts her individual research path is giving way to more collaborative learning environments. Doctoral programmes, in which communities of scholars work together, have become increasingly common. This study interrogated how being part of such a community enables the conceptual depth we expect at doctoral level. It draws on the notion of conceptual threshold crossing to make sense of the learning experiences of 28 education PhD scholars. Working in a community of doctoral scholars was found to have conceptual impact (i) when the community is supportive, (ii) encourages risk-taking and facilitates conversations across different issues and disciplines, (iii) when the scholars have to regularly articulate their position and (iv) because the programme structure enhances the likelihood of fortuitous encounters with theories and concepts.

Keywords:

• Conceptual thresholds
• doctoral education
• postgraduate supervision

Notes

1. All data quoted verbatim.

2. CHAT refers to Cultural Historical Activity Theory. In many of the doctoral programme activities, scholars work together with others who are using the same theoretical or analytical frameworks.