Borderlanders: academic staff being and becoming doctoral students

References

• Andrews, M. 2013. “Never the Last Word: Revisiting Data.” In Doing Narrative Research, edited by M. Andrews, C. Squire, and M. Tamboukou, 205–222. London: Sage.
   Google Scholar
• Andriopoulou, P., and A. Prowse. 2020. “Towards an Effective Supervisory Relationship in Research Degree Supervision: Insights from Attachment Theory.” Teaching in Higher Education 25 (5): 648–661. doi:10.1080/13562517.2020.1731449.
   Web of Science ®Google Scholar
• Andzaldúa, G. 1987. Borderlands/La Frontera, The New Mestiza. San Francisco: Spinsters/Aunt Lute.
   Google Scholar
• Arvaja, M. 2017. “Tensions and Striving for Coherence in an Academic’s Professional Identity Work.” Teaching in Higher Education 23 (3): 291–306. doi:10.1080/13562517.2017.1379483.
   Web of Science ®Google Scholar
• Braun, V., and V. Clarke. 2006. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3: 77–101.
   Google Scholar
• Braun, V., and V. Clarke. 2019. “Reflecting on Reflexive Thematic Analysis.” Qualitative Research in Sport, Exercise and Health 11 (4): 589–597. doi:10.1080/2159676X.2019.1628806.
   Web of Science ®Google Scholar
• Breier, M., C. Herman, and L. Towers. 2020. “Doctoral Rites and Liminal Spaces: Academics Without PhDs in South Africa and Australia.” Studies in Higher Education 45 (4): 834–846. doi:10.1080/03075079.2019.1583727.
   Web of Science ®Google Scholar
• Clouder, L., J. Billot, V. King, and J. Smith. 2020. “Friend or Foe: The Complexities of Being An Academic and a Doctoral Student in the Same Institution.” Studies in Higher Education 45 (9): 1961–1972. doi:10.1080/03075079.2019.1643307.
   Web of Science ®Google Scholar
• Corcelles, M., M. Cano, E. Liesa, G. González-Ocampo, and M. Castelló. 2019. “Positive and Negative Experiences Related to Doctoral Study Conditions.” Higher Education Research & Development 38 (5): 922–939. doi:10.1080/07294360.2019.1602596.
   Web of Science ®Google Scholar
• Dann, R., J. Basford, C. Booth, R. O’Sullivan, J. Scanlon, C. Woodfine, and P. Wright. 2019. “The Impact of Doctoral Study on University Lecturers’ Construction of Self Within a Changing Higher Education Policy Context.” Studies in Higher Education 44 (7): 1166–1182. doi:10.1080/03075079.2017.1421155.
   Web of Science ®Google Scholar
• 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.
   Web of Science ®Google Scholar
• Engeström, Y. 2015. Learning by Expanding: An Activity-Theoretical Approach to Developmental Research. New York: Cambridge University Press.
   Google Scholar
• Fortune, T., P. Ennals, A. Bhopti, C. Neilson, S. Darzins, and C. Bruce. 2016. “Bridging Identity ‘Chasms’: Therapy Academics’ Reflections on the Journey Towards Scholarship.” Teaching in Higher Education 21 (3): 313–325. doi:10.1080/13562517.2016.1141289.
   Web of Science ®Google Scholar
• Fraser-Arnott, M. 2018. “Evolving Practices and Professional Identify: How the New Ways We Work Can Reshape Us as Professionals and a Profession.” International Federation of Library Associations and Institutions 45 (2): 114–126. doi:10.1177/0340035218810960.
   Web of Science ®Google Scholar
• Guerin, C., H. Kerr, and I. Green. 2015. “Supervision Pedagogies: Narratives from the Field.” Teaching in Higher Education 20 (1): 107–118. doi:10.1080/13562517.2014.957271.
   Web of Science ®Google Scholar
• Keefer, J. M. 2015. “Experiencing Doctoral Liminality as a Conceptual Threshold and How Supervisors Can Use It.” Innovations in Education and Teaching International 52 (1): 17–28. doi:10.1080/14703297.2014.981839.
   Web of Science ®Google Scholar
• Kuntz, A. M. 2012. “Reconsidering the Workplace: Faculty Perceptions of Their Work and Working Environments.” Studies in Higher Education 37 (7): 769–782. doi:10.1080/03075079.2010.541556.
   Web of Science ®Google Scholar
• Manathunga, C. 2014. Intercultural Postgraduate Supervision: Reimagining Time, Place and Knowledge. London: Routledge.
   Google Scholar
• McAdams, D. P., and K. C. McLean. 2013. “Narrative Identity.” Current Directions in Psychological Science 22: 233–238. doi:10.1177/0963721413475622.
   Web of Science ®Google Scholar
• McAlpine, L., and C. Amundsen. 2018. “Identity-Trajectory.” In Identity-Trajectories of Early Career Researchers, edited by L. McAlpine, and C. Amundsen, 27–56. London: Palgrave Macmillan.
   Google Scholar
• McAlpine, L., M. Jazvac-Martek, and A. Gonsalves. 2008. “The Question of Identity: Negotiating Roles and Voices in Evolving Academic Systems.” In Changing Identities and Voices in Higher Education, edited by R. Barnett, and R. Di Napoli, 113–123. London: Routledge.
   Google Scholar
• McCallin, A., and S. Nayar. 2012. “Postgraduate Research Supervision: A Critical Review of Current Practice.” Teaching in Higher Education 17 (1): 63–74. doi:10.1080/13562517.2011.590979.
   Web of Science ®Google Scholar
• Meyer, J. H. F., and R. Land. 2003. “Threshold Concepts and Troublesome Knowledge: Linkages to Ways of Thinking and Practising Within the Disciplines.” 10th International Symposium on Improving Student Learning: Theory and Practice – 10 years on. Brussels: Oxford Centre for Staff and Learning Development.
   Google Scholar
• Ramlow, T. R. 2006. “Bodies in the Borderlands: Gloria Anzaldúa’s and David Wojnarowicz’s Mobility Machines.” Multi-Ethnic Literature of the United States 31 (3): 169–187. https://www.jstor.org/stable/30029656.
   Google Scholar
• Rayner, S., J. Lord, E. Parr, and R. Sharkey. 2015. “‘Why Has my World Become More Confusing Than It Used to Be?’ Professional Doctoral Students Reflect on the Development of Their Identity.” Management in Education 29 (4): 158–163. doi:10.1177/0892020614567247.
   Google Scholar
• Robertson, M., and M. Nguyet Nguyen. 2020. “Robing Up: Transactional Identity Development of Vietnamese PhD Students.” Asia Pacific Journal of Education. doi:10.1080/02188791.2020.1772197.
   Web of Science ®Google Scholar
• Sakurai, Y., K. Pyhältö, and S. Lindblom-Ylänne. 2012. “Factors Affecting International Doctoral Students’ Academic Engagement, Satisfaction with Their Studies, and Dropping Out.” International Journal for Researcher Development 3 (2): 99–117. doi.10.1108/17597511311316964.
   Google Scholar
• Severinsson, E. 2015. “Rights and Responsibilities in Research Supervision.” Nursing and Health Sciences 17: 195–200. doi:10.1111/nhs.12160.
   PubMed Web of Science ®Google Scholar
• Shams, F. 2019. “Managing Academic Identity Tensions in a Canadian Public University: The Role of Identity Work in Coping with Managerialism.” Journal of Higher Education Policy and Management 41 (6): 619–632. doi:10.1080/1360080X.2019.1643960.
   Web of Science ®Google Scholar
• Sidhu, G. K., S. Kaur, Y. F. Chan, and L. F. Lee. 2015. “Establishing a Holistic Approach for Postgraduate Supervision.” In Taylor’s 7th Teaching and Learning Conference 2014 Proceedings, edited by S. F. Tang and L. Logonnathan, 529–545. Singapore: Springer.
   Google Scholar
• Smith, J., J. Billot, L. Clouder, and V. King. 2020. “Juggling Competing Activities: Academic Staff as Doctoral Candidates.” Higher Education Research and Development 39 (3): 591–605. doi:10.1080/07294360.2019.1685945.
   Web of Science ®Google Scholar
• Smith, J., and J. Rattray. 2016. “Preface: Mapping the Terrain of Identity-Work Research.” In Identity Work in the Contemporary University, edited by J. Smith, J. Rattray, T. Peseta, and D. Loads, vii–xiii. Rotterdam: Sense.
   Google Scholar
• Tight, M. 2017. Understanding Case Study Research: Small-Scale Research with Meaning. London: Sage.
   Google Scholar
• Wisker, G., and G. Robinson. 2009. “Encouraging Postgraduate Students of Literature and Art to Cross Conceptual Thresholds.” Innovations in Education and Teaching International 46: 317–330. doi:10.1080/14703290903069035.
   Web of Science ®Google Scholar
• Xu, L., and B. Grant. 2017. “International Doctoral Students’ Becoming: A Dialogic Perspective.” Innovations in Education and Teaching International 54 (6): 570–579. doi:10.1080/14703297.2017.1318711.
   Web of Science ®Google Scholar
• Zukas, M., and J. Malcolm. 2019. “Reassembling Academic Work: A Sociomaterial Investigation of Academic Learning.” Studies in Continuing Education 41 (3): 259–276. doi:10.1080/0158037X.2018.1482861.
   Web of Science ®Google Scholar