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Higher Education Research & Development Volume 39, 2020 - Issue 7
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Articles

Doctoral publishing and academic identity work: two cases

Linlin Xua School of Foreign Languages, University of Electronic Science and Technology, Chengdu, People’s Republic of China;b Faculty of Education and Social Work, The University of Auckland, Auckland, New ZealandCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-2473-2981
ORCID Icon &
Barbara Grantc School of Critical Studies in Education, The University of Auckland, Auckland, New ZealandORCID Iconhttps://orcid.org/0000-0002-3692-7575
ORCID Icon
Pages 1502-1515 | Received 04 May 2019, Accepted 17 Dec 2019, Published online: 25 Feb 2020

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Samuel Tamti Chatio, Paulina Tindana, Patricia Akweongo & David Mills. (2023) Publish and still perish? Learning to make the ‘right’ publishing choices in the Ghanaian academy. Higher Education Research & Development 0:0, pages 1-14.
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Xiujuan Sun. (2023) Doctoral pathways to imagined futures in higher education: two Hong Kong cases. Teaching in Higher Education 0:0, pages 1-18.
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David Carless, Jisun Jung & Yongyan Li. (2023) Feedback as socialization in doctoral education: towards the enactment of authentic feedback. Studies in Higher Education 0:0, pages 1-12.
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Bingqing Li, Weiqi Jiang & Urmee Chakma. (2023) Negotiating identities in western academia: an autoethnographic study of international doctoral students in Australia. Higher Education Research & Development 42:4, pages 888-902.
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Linlin Xu. (2023) Moving between fantasies, fallacies and realities: students’ perceptions of supervisors’ roles in doctoral publishing. Teaching in Higher Education 28:3, pages 565-579.
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Xiujuan Sun & John Trent. (2023) Shaping a sustainable doctoral pathway: a critical analysis of reflexive mediation between structure and agency in the PhD experience. Higher Education Research & Development 42:2, pages 468-482.
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Hugo Horta & Huan Li. (2023) Nothing but publishing: the overriding goal of PhD students in mainland China, Hong Kong, and Macau. Studies in Higher Education 48:2, pages 263-282.
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Katrina McChesney. (2022) A rationale for trauma-informed postgraduate supervision. Teaching in Higher Education 0:0, pages 1-23.
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Ruth Albertyn. (2022) Making a case for Doctoral Intelligence: Conceptualisation and insights for researcher development. Innovations in Education and Teaching International 59:6, pages 623-633.
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Shulin Yu & Lianjiang Jiang. (2022) Doctoral students’ engagement with journal reviewers’ feedback on academic writing. Studies in Continuing Education 44:1, pages 87-104.
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Articles from other publishers (6)

Waqas Khuram, Yanqing Wang, Mudassar Ali, Aisha Khalid & Heesup Han. (2023) Impact of Supportive Supervisor on Doctoral Students’ Research Productivity: The Mediating Roles of Academic Engagement and Academic Psychological Capital. SAGE Open 13:3.
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Anna Nicolaou, Maria Victoria Soule, Androulla Athanasiou, Elis Kakoulli Constantinou, Antigoni Parmaxi, Mikhail Fominykh, Maria Perifanou, Anastasios Economides, Luís Pedro, Laia Albó, Davinia Hernández-Leo & Fridolin Wild. 2023. Learning and Collaboration Technologies. Learning and Collaboration Technologies 333 348 .
Xing Xu. (2022) An autoethnography of an international doctoral student’s multidimensional identity construction. The Australian Educational Researcher.
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Mark Barrow & Linlin Xu. (2022) Constituting ethical academics in teacher education: Navigating multiple and conflicting discourses. Teaching and Teacher Education 109, pages 103572.
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Patrick O’Keeffe. 2022. Landscapes and Narratives of PhD by Publication. Landscapes and Narratives of PhD by Publication 199 213 .
Nilay BÜMEN. (2020) Türkiye’de Eğitim Programı Uzmanı OlmakBeing a Curriculum Specialist in Turkey. Türk Eğitim Bilimleri Dergisi 18:2, pages 757-776.
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