Citations (29)
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Sue Cronshaw, Peter Stokes & Alistair McCulloch. (2022) Online communities of practice and doctoral study: working women with children resisting perpetual peripherality. Journal of Further and Higher Education 46:7, pages 959-971.
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Xiaoya Sun & Yin Ling Cheung. (2022) Bidding for successful academic enculturation: the story of a home-trained, home-based non-Anglophone scientist. Studies in Continuing Education 44:1, pages 135-154.
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Manhong Lai & Linlin Li. (2020) Early career researchers’ perceptions of collaborative research in the context of academic capitalism on the Chinese Mainland. Higher Education Research & Development 39:7, pages 1474-1487.
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Jani Ursin, Katja Vähäsantanen, Lynn McAlpine & Päivi Hökkä. (2020) Emotionally loaded identity and agency in Finnish academic work. Journal of Further and Higher Education 44:3, pages 311-325.
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Viviana Meschitti. (2019) Can peer learning support doctoral education? Evidence from an ethnography of a research team. Studies in Higher Education 44:7, pages 1209-1221.
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Catherine Lloyd & Samantha Jones. (2018) Researching the sector from within: the experience of establishing a research group within an FE college. Research in Post-Compulsory Education 23:1, pages 75-93.
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Jude Walker & EeSeul Yoon. (2017) Becoming an academic: the role of doctoral capital in the field of education. Higher Education Research & Development 36:2, pages 401-415.
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Ngo Cong-Lem, Khoa Dang Truong, Boyi Zhu & Zhiyi Long. Identity transitions, experiences, and agency: a collaborative autoethnography of Asian international TESOL doctoral students. The Language Learning Journal 0:0, pages 1-16.
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Articles from other publishers (21)
Kristyna Campbell. (2024) Labelling in the academy: identity renegotiation among postgraduate teaching assistants. London Review of Education 22:1.
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Enda Donlon & Fiona King. (2024) From Room to Zoom. Impacting Education: Journal on Transforming Professional Practice 9:1, pages 55-62.
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Erin Nerlino. (2023) “A powerful synergy”: the benefits and challenges of completing a doctoral program part-time while teaching full-time. Studies in Graduate and Postdoctoral Education 14:3, pages 259-275.
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Sue Cronshaw, Peter Stokes & Alistair McCulloch. (2023)
Outside looking in: Gendered roles and the wellbeing of working student mothers studying for a part‐time
PhD
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Dannelle D. Stevens & Micki M. Caskey. (2022) Building a Foundation for a Successful Doctoral Student Journey: A Scholarship of Teaching and Learning Investigation. Innovative Higher Education 48:3, pages 433-455.
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Heather Turner. (2023) Exploring motivation and satisfaction in part-time PhD students. Studies in Graduate and Postdoctoral Education 14:2, pages 171-185.
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Christina Cornelia Shuttleworth & Charmaine Williamson. (2022) A research advisory model guiding higher degree accounting students and supervisors to become part of a community of scholars. Journal of Accounting Education 61, pages 100812.
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Jessica Santangelo, Rosebud Elijah, Lisa Filippi, Behailu Mammo, Emily Mundorff & Kristin Weingartner. (2022) An Integrated Achievement and Mentoring (iAM) Model to Promote STEM Student Retention and Success. Education Sciences 12:12, pages 843.
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Nomanesi Madikizela-Madiya & Abraham Tlhalefang Motlhabane. (2022) Educational Research Ethics Committees as Space for Situated Learning in Higher Education. Education Research International 2022, pages 1-10.
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Christopher Martin. (2021) Reflecting on the Journey Towards Identity and Belonging During Professional Doctoral Study. Impacting Education: Journal on Transforming Professional Practice 6:4, pages 36-39.
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Gregory Siy Ching. (2021) Academic Identity and Communities of Practice: Narratives of Social Science Academics Career Decisions in Taiwan. Education Sciences 11:8, pages 388.
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Aparajita Jaiswal, Joseph Lyon, Viranga Perera, Alejandra Magana, Ellen Gundlach & Mark Ward. (2021) Work in Progress: Evaluating Student Experiences in a Residential Learning Community: A Situated Learning Perspective. Work in Progress: Evaluating Student Experiences in a Residential Learning Community: A Situated Learning Perspective.
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Jenny Candy, Padmali Rodrigo & Sarah Turnbull. (2019) Exploring doctoral students’ expectations of work-based skills training. Higher Education, Skills and Work-Based Learning 9:3, pages 403-417.
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Silvia Gherardi & Francesco Miele. 2018. The Palgrave Handbook of Knowledge Management. The Palgrave Handbook of Knowledge Management
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Kate Mawson & Ian Abbott. (2017) Supervising the professional doctoral student. Management in Education 31:4, pages 187-193.
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Amy MilsomKristen Moran. (2015) From School Counselor to Counselor Educator: A Phenomenological Study. Counselor Education and Supervision 54:3, pages 203-220.
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