More than just a brain: emotions and the doctoral experience

Abstract

While the epistemological and ontological challenges faced by doctoral candidates are well documented, the same cannot be said of the emotional dimensions of the journey. This paper draws on Activity Theory in exploring the role of emotion in the longitudinal doctoral learning experiences of six international PhD candidates studying in Australia. Analysis reveals that writing and supervision practices are common sites of tension but that the prevailing culture of silence militates against systemic change.

Keywords:

• doctoral education
• international students
• student experience

Acknowledgements

I would like to thank the participants for their willingness to share their experiences with me. I would also like to thank the reviewers for their helpful comments. This research was supported by an Australian Postgraduate Award and a Postgraduate Research Fund grant from Macquarie University.

Notes

A term borrowed from Jean-Paul Sartre (as cited in de Beauvoir, 1984, p. 168).