Citations (27)
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Helen Donaghue & Gill Adams. (2023) The role of situated talk in developing doctoral students’ researcher identities. Studies in Continuing Education 0:0, pages 1-20.
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Matthew Evans. (2020) Navigating the neoliberal university: reflecting on teaching practice as a teacher-researcher-trade unionist. British Journal of Sociology of Education 41:4, pages 574-590.
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Ann E. Bartos & Sarah Ives. (2019) More than “Silly Stories”: Sexual Harassment as Academic Training. GeoHumanities 5:2, pages 342-354.
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Ann E. Bartos & Sarah Ives. (2019) ‘Learning the rules of the game’: emotional labor and the gendered academic subject in the United States. Gender, Place & Culture 26:6, pages 778-794.
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Agnieszka M. Lech, Christian van Nieuwerburgh & Sirine Jalloul. (2018) Understanding the experience of PhD students who received coaching: an interpretative phenomenological analysis. Coaching: An International Journal of Theory, Research and Practice 11:1, pages 60-73.
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Robyn Dowling & Michael Wilson. (2017) Digital doctorates? An exploratory study of PhD candidates’ use of online tools. Innovations in Education and Teaching International 54:1, pages 76-86.
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Benjamin Williams, Erin Christensen & Joseph Occhino. (2017) Tinkering through transition: on ‘doctoring’ as an early-career academic in physical education and sport pedagogy. Sport, Education and Society 22:1, pages 73-86.
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Melanie Petch, Katie Fraser, Nathan Rush, Alan Cope & Julie Lowe. (2016) Improving Communication Between Postgraduate Researchers and the University Library: A Case Study at De Montfort University Library and Learning Services. New Review of Academic Librarianship 22:2-3, pages 268-281.
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Jeffrey M. Keefer. (2015) Experiencing doctoral liminality as a conceptual threshold and how supervisors can use it. Innovations in Education and Teaching International 52:1, pages 17-28.
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Cally Guerin, Asangi Jayatilaka & Damith Ranasinghe. (2015) Why start a higher degree by research? An exploratory factor analysis of motivations to undertake doctoral studies. Higher Education Research & Development 34:1, pages 89-104.
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Eva Bendix Petersen. (2014) Re-signifying subjectivity? A narrative exploration of ‘non-traditional’ doctoral students' lived experience of subject formation through two Australian cases. Studies in Higher Education 39:5, pages 823-834.
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Claire Aitchison & Susan Mowbray. (2013) Doctoral women: managing emotions, managing doctoral studies. Teaching in Higher Education 18:8, pages 859-870.
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Inger Mewburn & Pat Thomson. (2013) Why do academics blog? An analysis of audiences, purposes and challenges. Studies in Higher Education 38:8, pages 1105-1119.
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Articles from other publishers (14)
Juliet Aleta Rivera Villanueva & Douglas Charles Forbes EacersallJuliet Aleta Rivera Villanueva & Douglas Charles Forbes Eacersall. 2023. Autoethnographic Reflections on a Research Journey. Autoethnographic Reflections on a Research Journey
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Carolin Debray & Helen Spencer-Oatey. (2022) Co-constructing good relations through troubles talk in diverse teams. Journal of Pragmatics 192, pages 85-97.
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Henrika Anttila, Jenni Sullanmaa & Kirsi Pyhältö. (2021) Does It Feel the Same? Danish and Finnish Social Science and Humanities Doctoral Students’ Academic Emotions. Frontiers in Education 6.
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İnci ÖZTÜRK & Ali BALCI. (2021) Institutionalization at Universities: Case Study of the Focal Institution and the Spawning Institutions. Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi.
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Montserrat Castelló, Lynn McAlpine, Anna Sala-Bubaré, Kelsey Inouye & Isabelle Skakni. (2020) What perspectives underlie ‘researcher identity’? A review of two decades of empirical studies. Higher Education 81:3, pages 567-590.
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E. Alana James. 2019. Enhancing the Role of ICT in Doctoral Research Processes. Enhancing the Role of ICT in Doctoral Research Processes
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Cristy L. Bartlett & Douglas C. Eacersall. 2019. Traversing the Doctorate. Traversing the Doctorate
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Eva O. L. LantsoghtEva O. L. Lantsoght. 2018. The A-Z of the PhD Trajectory. The A-Z of the PhD Trajectory
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Susanne Gannon, Sarah Powell & Clare Power. 2018. Feeling Academic in the Neoliberal University. Feeling Academic in the Neoliberal University
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Vanessa Pouthier. (2017) Griping and Joking as Identification Rituals and Tools for Engagement in Cross-Boundary Team Meetings. Organization Studies 38:6, pages 753-774.
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Bo Feng & Eran Magen. (2016) Relationship closeness predicts unsolicited advice giving in supportive interactions. Journal of Social and Personal Relationships 33:6, pages 751-767.
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George Veletsianos & Bonnie Stewart. (2016) Discreet Openness: Scholars’ Selective and Intentional Self-Disclosures Online. Social Media + Society 2:3, pages 205630511666422.
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Donna Yates & Meg Lambert. (2015) Crime, Controversy and the Comments Section: Discussing archaeological looting, trafficking, and the illicit antiquities trade online. Internet Archaeology:39.
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Liz Bennett & Sue Folley. (2014) A tale of two doctoral students: social media tools and hybridised identities. Research in Learning Technology 22.
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