527
Views
4
CrossRef citations to date
0
Altmetric
Articles

Juggling competing activities: academic staff as doctoral candidates

ORCID Icon, , & ORCID Icon
Pages 591-605 | Received 11 Dec 2018, Accepted 04 Aug 2019, Published online: 11 Nov 2019

References

  • Ball, S. J. (1987). The micro-politics of the school: Towards a theory of school organisation. London: Routledge.
  • Bao, Y., Kehm, B. M., & Ma, Y. (2018). From product to process. The reform of doctoral education in Europe and China. Studies in Higher Education, 43, 524–541. doi: 10.1080/03075079.2016.1182481
  • Billot, J., & King, V. C. (2017). The missing measure? Academic identity and the induction process. Higher Education Research & Development, 36(3), 612–624. doi: 10.1080/07294360.2017.1288705
  • Blumer, H. (1954). What is wrong with social theory? American Sociological Review, 19, 3–10. doi: 10.2307/2088165
  • Bosanquet, A., Mailey, A., Matthews, K. E., & Lodge, J. M. (2017). Redefining ‘early career’ in academia: A collective narrative approach. Higher Education Research & Development, 36, 890–902. doi: 10.1080/07294360.2016.1263934
  • Clegg, S. (2008). Academic identities under threat? British Educational Research Journal, 34(3), 329–345. doi: 10.1080/01411920701532269
  • Clouder, L., Billot, J., King, V., & Smith, J. (2019). Friend or foe: The complexities of being an academic and a doctoral student in the same institution. Studies in Higher Education. doi: 10.1080/03075079.2019.1643307
  • Collini, S. (2017). Speaking of universities. London: Verso.
  • Dann, R., Basford, J., Booth, C., O’Sullivan, R., Scanlon, J., Woodfine, C., & Wright, P. (2018). The impact of doctoral study on university lecturers’ construction of self within a changing higher education policy context. Studies in Higher Education. doi: 10.1080/03075079.2017.1421155
  • Denicolo, P. (2004). Doctoral supervision of colleagues: Peeling off the veneer of satisfaction and competence. Studies in Higher Education, 29(6), 693–707. doi: 10.1080/0307507042000287203
  • Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki: Orienta-Konsultit.
  • Engeström, Y. (2015). Learning by expanding: An activity-theoretical approach to developmental research (2nd ed.). New York: Cambridge University Press.
  • Engeström, Y., & Sannino, A. (2010). Studies of expansive learning: Foundations, findings and future challenges. Educational Research Review, 5, 1–24. doi: 10.1016/j.edurev.2009.12.002
  • Galvin, M., & Mooney Simmie, G. (2017). Theorising participation in urban regeneration partnerships: An adult education perspective. Journal of Education Policy. doi: 10.1080/02680939.2017.1320731
  • Juntrasook, A., Nairn, K., Bond, C., & Spronken-Smith, R. (2013). Unpacking the narrative of non-positional leadership in academia: Hero and/or victim? Higher Education Research & Development, 32(2), 201–213. doi: 10.1080/07294360.2011.643858
  • Kamler, B., & Thomson, P. (2006). Helping doctoral students write: Pedagogies for supervision. London: Routledge.
  • McAlpine, L., & Åkerlind, G. S. (Eds.). (2010). Becoming an academic: International perspectives. Basingstoke: Palgrave Macmillan.
  • Morrish, L. (2015). Raising the bar: The metric tide that sinks all boats. Retrieved from https://academicirregularities.wordpress.com/2015/11/26/raising-the-bar-the-metric-tide-that-sinks-all-boats/
  • Morrish, L. (2018). Can critical university studies survive the toxic university? Retrieved from https://academicirregularities.wordpress.com/2018/06/08/can-critical-university-studies-survive-the-toxic-university/
  • Polkinghorne, D. E. (1995). Narrative configuration in qualitative analysis. International Journal of Qualitative Studies in Education, 8(1), 5–23. doi: 10.1080/0951839950080103
  • Riessman, C. (2008). Narrative methods for the human sciences. Thousand Oaks, CA: Sage.
  • Skelton, A. (2012). Value conflicts in higher education teaching. Teaching in Higher Education, 17(3), 257–268. doi: 10.1080/13562517.2011.611875
  • Smith, J. (2010). Forging identities: The experiences of probationary lecturers in the UK. Studies in Higher Education, 35(5), 577–591. doi: 10.1080/03075070903216650
  • Smith, J. (2017). Target-setting, early-career academic identities and the measurement culture of UK higher education. Higher Education Research & Development, 36(3), 597–611. doi: 10.1080/07294360.2017.1288708
  • Squire, C. (2008). Experience-centred and culturally-oriented approaches to narrative. In M. Andrews, C. Squire, & M. Tamboukou (Eds.), Doing narrative research (pp. 47–71). London: Sage.
  • Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: Sage.
  • Watson, T. (2012). Colleague supervision – ‘ignored and undervalued’? The views of students and supervisors in a new university. Journal of Further and Higher Education, 36(4), 567–581. doi: 10.1080/0309877X.2011.644774

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.