1,076
Views
17
CrossRef citations to date
0
Altmetric
Articles

Crossing conceptual thresholds in doctoral communities

References

  • Academy of Science of South Africa. (2010). The PhD study: Consensus report. Pretoria: Author.
  • Backhouse, J. (2010). Patterns of practice in South African doctoral education: An empirical study. Acta Academica Supplementum, 1, 1–22.
  • Bologna Working Group. (2005). A framework for qualifications of the European Higher Education Area (Bologna Working Group Report on Qualifications Frameworks). Danish Ministry of Science, Technology and Innovation, Copenhagen.
  • Cotterall, S. (2011). Doctoral students writing: Where’s the pedagogy? Teaching in Higher Education, 16, 413–425.10.1080/13562517.2011.560381
  • Council on Graduate Schools. (2008). Ph.D. completion and attrition: Analysis of Baseline Program Data from the Ph.D. Completion Project. Washington, DC.
  • Council on Higher Education Transformation. (2014). The Doctorate in South Africa: Policies, discourses and statistics seminar in Johannesburg. Retrieved from http://chet.org.za/news/doctorate-south-africa-policies-discourses-and-statistics
  • Elgar, F. (2002). Phd completion in Canadian Universities: Final Report. Graduate Students Association of Canada.
  • European University Association. (2007). Doctoral programmes in Europe's universities: Achievements and challenges. Belgium: European University Association.
  • European University Association. (2010). Salzburg II Recommendations European Universities’ Achievements since 2005 in implementing the Salzburg Principles. Belgium: European University Association.
  • European University Association. (2013). Quality Assurance in Doctoral Education – results of the ARDE project. Belgium: European University Association.
  • Harlow, A., Scott, J., Peter, M., & Cowie, B. (2011). ‘Getting stuck’ in analogue electronics: Threshold concepts as an explanatory model. European Journal of Engineering Education, 36, 435–447.10.1080/03043797.2011.606500
  • Harrison, E. (2012). PaperHeaDs: Living doctoral study, developing doctoral identity. Oxford: Peter Lang Publishers.10.3726/978-3-0353-0276-9
  • Humphrey, R., & Simpson, B. (2012). Writes of passage: Writing up qualitative data as a threshold concept in doctoral research. Teaching in Higher Education, 17, 735–746.10.1080/13562517.2012.678328
  • Keefer, J. (2015). Experiencing doctoral liminality as a conceptual threshold and how supervisors can use it. Innovations in Education and Teaching International, 52, 17–28.10.1080/14703297.2014.981839
  • Kiley, M. (2009). Identifying threshold concepts and proposing strategies to support doctoral candidates. Innovations in Education and Teaching International, 46, 293–304.10.1080/14703290903069001
  • Kiley, M., & Wisker, G. (2009). Threshold concepts in research education and evidence of threshold crossing. Higher Education Research & Development, 28, 431–441.
  • Land, R., Rattray, J., & Vivian, P. (2014). Learning in the liminal space: A semiotic approach to threshold concepts. Higher Education, 67, 199–217.10.1007/s10734-013-9705-x
  • Lave, J., & Wenger, E. (1991). Situated learning. Cambridge: Cambridge University Press.10.1017/CBO9780511815355
  • Letseka, M. (2012). In defence of Ubuntu. Studies in Philosophy and Education, 31, 47–60.10.1007/s11217-011-9267-2
  • Lotz-Sisitka, H., Ellery, K., Olvitt, L., Schudel, I., & O’Donoghue, R. (2010). Cultivating a scholarly community of practice. Acta Academica, 1, 130–150.
  • McKenna, S. (2014). Higher Education Studies as a field of research. The Independent Journal of Teaching and Learning, 9, 6–44.
  • Meyer, J. H. F., & Land, R. (2003). Threshold concepts and troublesome knowledge: Linkages to ways of thinking and practising within the disciplines. In C. Rust (Ed.), Improving student learning. Improving student learning theory and practice – 10 years on. (pp. 412–424). Oxford: OCSLD.
  • Meyer, J. H. F., & Land, R. (2005). Threshold concepts and troublesome knowledge (2): Epistemological considerations and a conceptual framework for teaching and learning. Higher Education, 49, 373–388.10.1007/s10734-004-6779-5
  • Meyer, J., & Land, R. (Eds.). (2006). Overcoming barriers to student understanding: Threshold concepts and troublesome knowledge. Abingdon: Routledge.
  • National Development Plan. (2011). Vision for 2030. Pretoria: National Planning Commission, Government of South Africa.
  • Praeg, L., & Magadla, S. (Eds.). (2014). Ubuntu: Curating the archive Durban. Durban: UKZN Press.
  • Shanahan, M., & Meyer, J. (2006). The troublesome nature of a threshold concept in Economics. In J. Meyer, & R. Land (Eds.), Overcoming barriers to student understanding: Threshold concepts and troublesome knowledge (pp. 110–114). Abingdon: Routledge.
  • Trafford, V., & Leshem, S. (2009). Doctorateness as a threshold concept. Innovations in Education and Teaching International, 46, 305–316.10.1080/14703290903069027
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
  • Watts, J. (2010). Team supervision of the doctorate: Managing roles, relationships and contradictions. Teaching in Higher Education, 15, 335–339.10.1080/13562511003740908
  • Wisker, G., Kiley, M., & Aiston, S. (2006). Making the learning leap: Research students crossing conceptual thresholds. In M. Kiley & G. Mullins, (Eds.), Quality in postgraduate research: Knowledge creation in testing times (pp. 195–201). Canberra: CEDAM, The Australian National University.
  • Wisker, G., & Robinson, G. (2009). Encouraging postgraduate students of literature and art to cross conceptual thresholds. Innovations in Education and Teaching International, 46, 317–330.10.1080/14703290903069035

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.