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Teaching in Higher Education
Critical Perspectives
Volume 26, 2021 - Issue 3: Working in the borderlands: Critical perspectives on doctoral education
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Articles

Like a bridge over troubled landscapes: African pathways to doctorateness

Marlize Rabea Department of Sociology, University of the Western Cape, Bellville, South AfricaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-0019-5368
ORCID Icon,
Caroline Agboolab Department of Sociology, University of South Africa, Pretoria, South Africa
,
Sahmicit Kumswac Department of Sociology, University of Jos, Nigeria
,
Helen Linonge-Fontebod Department of Sociology, Universite de Yaounde I, Yaounde, Cameroon
&
Lipalese Mathee Department of Sociology, National University of Lesotho, Roma, Lesotho
Pages 306-320 | Received 01 Dec 2020, Accepted 24 Feb 2021, Published online: 13 Mar 2021

Citations (5)

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Read on this site (4)

Alexandra Ridgway. (2023) Love, loss and a doctorate: an autoethnography of grieving while writing a PhD. Higher Education Research & Development 42:1, pages 230-243.
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Susan Carter & Trang Thu Thi Nguyen. (2022) Doctoral pedagogy in digital third space: An investigation of academic blogging. Innovations in Education and Teaching International 0:0, pages 1-12.
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Kirstin Wilmot. (2022) ‘Fail early and fail fast’: the value of group supervision for doctoral candidates. Higher Education Research & Development 41:6, pages 2108-2121.
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Susan Carter, Karen Smith & Neil Harrison. (2021) Working in the borderlands: critical perspectives on doctoral education. Teaching in Higher Education 26:3, pages 283-292.
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Articles from other publishers (1)

Janine S. Senekal, Erica Munnik & Jose M. Frantz. (2022) A systematic review of doctoral graduate attributes: Domains and definitions. Frontiers in Education 7.
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