Navigating the doctorate: a reflection on the journey of ‘becoming’ a PhD in applied language sciences

References

• Afful, J. B. A. (2008a). Engaging with the writing of a thesis: A narrative of a recently graduated researcher in applied linguistics. Drumspeak 1(1): 1–21.
   Google Scholar
• Afful, J. B. A. (2008b). Research proposal and thesis writing: Narrative of a recently graduated researcher in applied linguistics. Nebula 5(4): 193–211.
   Google Scholar
• Al Makhamreh, M., & Stockley, D. (2020). Mentorship and well-being: examining doctoral students’ lived experiences in doctoral supervision context. International Journal of Mentoring and Coaching in Education, 9(1), 1–13. https://doi.org/https://doi.org/10.1108/IJMCE-02-2019-0013
   Web of Science ®Google Scholar
• Austin, A. F. (2002). Preparing the next generation of faculty: graduate school as socialization to the academic career. The Journal of Higher Education, 73(1), 94–122. https://doi.org/https://doi.org/10.1080/00221546.2002.11777132
   Web of Science ®Google Scholar
• Bencich, C., Graber, E., Staben, J., & Sohn, K. (2002). Navigating in unknown waters: Proposing, collecting data, and writing qualitative dissertation. College Composition and Communication 54(2): 289-306. https://doi.org/https://doi.org/10.2307/1512150
   Google Scholar
• Brabazon, T., Lyndall-Knight, T., & Hills, N. (2020). The creative PhD: Challenges, opportunities, reflection. Emerald.
   Google Scholar
• Bruce, C. S. (2001). Interpreting the scope of their literature review. Significant differences in research students’ concerns. New Library World, 102(1163/1164), 158–165. https://doi.org/https://doi.org/10.1108/03074800110390653
   Google Scholar
• Clandinin, D. J., & Rosiek, J. (2007). Mapping a landscape of narrative inquiry: Borderland spaces and tensions. In D. J. Clandinin (Ed.), Handbook of narrative inquiry: Mapping a methodology (pp. 5–35). Sage.
   Google Scholar
• Clandinin, D. J., & Huber, J. (2010). Narrative inquiry. In B. McGraw, E. Baker, & P. Peterson (Eds.), International Encyclopedia of Education (3rd Edition, pp. 1–26). Elsevier.
   Google Scholar
• Conle, C. (2000). Thesis as narrative or ‘what is the inquiry in narrative inquiry?’ Curriculum Inquiry 30(2): 189–214.
   Google Scholar
• Dent, B. (2002). Border crossings: A story of sexual identity transformation. In A. P. Bochner & C. Ellis (Eds.), Ethnographically speaking: Autoethnography, Literature, and Aesthetics (pp. 191–200). AltaMira Press.
   Google Scholar
• Dericks, G., Thompson, E., Roberts, M., & Phua, F. (2019). Determinants of PhD student satisfaction: The roles of supervisor, department, and peer qualities. Assessment & Evaluation in Higher Education, 44(7), 1053–1068. https://doi.org/https://doi.org/10.1080/02602938.2019.1570484
   Web of Science ®Google Scholar
• Dinham, S., & Scott, C. (1999). The doctorate: Talking about the degree. University of Western Sydney.
   Google Scholar
• Dunleavy, P. (2003) Authoring a PhD thesis: how to plan, draft, write and finish a doctoral dissertation. Palgrave Macmillan.
   Google Scholar
• Ellis, C. (1997). Evocative autoethnography: Writing emotionally about our lives. In W. G. Tierney & Y. S. Lincoln (Eds.), Representation and the text: Re-framing the narrative voice (pp. 115–142). SUNY Press.
   Google Scholar
• Ellis, C. (2004). The ethnographic I: A methodological novel about autoethnography. AltaMira Press.
   Google Scholar
• Ellis, C., Adams, T., & Bochner, A. (2011). Autoethnography: an overview. Forum: Qualitative Social Research, 12(1), 1–18. https://www.qualitative-research.net/index.php/fqs/article/view/1589/3095
   Google Scholar
• González, J. C. (2006). Academic socialization experiences of latina doctoral students: A qualitative understanding of support systems that aid and challenges that hinder the process. Journal of Hispanic Higher Education, 5(4), 347–365. https://doi.org/https://doi.org/10.1177/1538192706291141
   Google Scholar
• González, K., Marin, P., Perez, L. X., Figueroa, M. A., Moreno, J. F., & Navia, C. N. (2001). Understanding the nature and context of latina/o doctoral student experiences. Journal of College Student Development, 42(6), 563–580. https://www.proquest.com/docview/195175365
   Web of Science ®Google Scholar
• Hartley, J. (1997). Writing the thesis. In N. Graves & V. Varma (Eds.) Working for a doctorate, pp. 96-112. Routledge.
   Google Scholar
• Haynes, A. (2001). Writing successful textbooks. A. and C. Black.
   Google Scholar
• Heinrich, K. (1995). Doctoral advisement relationships between women: on friendship and betrayal. The Journal of Higher Education, 66(4), 447–469. https://doi.org/https://doi.org/10.1080/00221546.1995.11774789
   Web of Science ®Google Scholar
• Heinrich, K. (2000). The passionate scholar: A mid-life, woman doctoral student’s quest for voice. Qualitative Studies in Education, 13(1), 63–83. https://doi.org/https://doi.org/10.1080/095183900235735
   Google Scholar
• Hofstee, E. (2006). Constructing a good dissertation: A practical guide to finishing masters, MBA or PhD on schedule. EPE.
   Google Scholar
• Holbrook, A., Bourke, S., Fairbairn, H., & Lovat, T. (2007). Examiner comment on the literature review in Ph.D. theses. Studies in Higher Education 32(3): 337–356. https://doi.org/https://doi.org/10.1080/03075070701346899
   Google Scholar
• Holbrook, A., Bourke, S., Lovat, T., & Dally, K. (2004). Qualities and characteristics in the written reports of doctoral thesis examiners. Australian Journal of Educational & Developmental Psychology 4: 126–145. https://files.eric.ed.gov/fulltext/EJ815558.pdf
   Google Scholar
• Holdaway, E., Deblois, C., & Winchester, I. (1994). Practices and opinions reported by coordinators of graduate programs. Interchange, 25(1), 65–86. https://doi.org/https://doi.org/10.1007/BF01447194
   Google Scholar
• Hyland, K. (2000). Disciplinary discourses: Social interactions in academic writing. Longman.
   Google Scholar
• Igou, E., & Bless, H. (2003). Inferring the importance of arguments: order effects and conversational rules. Journal of Experimental Social Psychology, 39(1), 91–99. https://doi.org/https://doi.org/10.1016/S0022-1031(02)00509-7
   Web of Science ®Google Scholar
• Johnson, L., Lee, A., & Green, B. (2000). The PhD and the autonomous self: gender, rationality, and postgraduate pedagogy. Studies in Higher Education, 25(2), 135–147. https://doi.org/https://doi.org/10.1080/713696141
   Web of Science ®Google Scholar
• Jones, S. H. (2002). The way we were, are, and might be: Torch singing as autoethnography. In A. P. Bochner & C. Ellis (Eds.), Ethnographically speaking: Autoethnography, Literature, and Aesthetics (pp. 44–56). AltaMira Press.
   Google Scholar
• Kamler, B., & Thomson, P. (2006). Helping doctoral students write: Pedagogies for supervision. Routledge.
   Google Scholar
• Kay, L. (2019). Guardians of research: negotiating the strata of gatekeepers in research with vulnerable participants. PRACTICE: Contemporary Issues in Practitioner Education, 1(1), 37–52. https://doi.org/https://doi.org/10.1080/25783858.2019.1589988
   Google Scholar
• Kumar, V., & Stracke. (2011). Examiners’ reports on theses: feedback or assessment? Journal of English for Academic Purposes, 10, 211–222. https://doi.org/https://doi.org/10.1016/j.jeap.2011.06.001
   Web of Science ®Google Scholar
• Lee, A. (2008). How are doctoral students supervised? concepts of doctoral research supervision. Studies in Higher Education, 33(3), 267–281. https://doi.org/https://doi.org/10.1080/03075070802049202
   Web of Science ®Google Scholar
• Luebs, M., Fredrickson, K., Hyon, S., & Samraj, B. (1998). John Swales as mentor: the view from the doctoral group. English for Specific Purposes, 17(1), 67–85. https://doi.org/https://doi.org/10.1016/S0889-4906(97)00030-6
   Google Scholar
• Machin, T., Clarà, M., & Danaher, P. (Eds.). (2019). Traversing the doctorate: Reflections and strategies from students, supervisors and administrators. Palgrave Macmillan.
   Google Scholar
• Morton, M., & Thornley, G. (2001). Experiences of doctoral students in mathematics in New Zealand. Assessment & Evaluation in Higher Education, 26(2), 113–126. https://doi.org/https://doi.org/10.1080/02602930020018953
   Google Scholar
• Moxley, J. (1997). If not now, when? In J. Moxley & T. Taylor (Eds.), Writing and Publishing for Academic Authors (pp. 6–19). Rowman and Littlefield.
   Google Scholar
• Mullins, G., & Kiley, M. (2002). “It’s a PhD, not a Nobel Prize”: How experienced examiners assess research theses. Studies in Higher Education 27(4): 369-386. https://doi.org/https://doi.org/10.1080/0307507022000011507
   Google Scholar
• Murray, R. (2002). How to write a thesis. Open University Press.
   Google Scholar
• Norris, J. M., & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50(3), 417–528. https://doi.org/https://doi.org/10.1111/0023-8333.00136
   Web of Science ®Google Scholar
• Noy, C. (2003). The write of passage: Reflections on writing a dissertation in Narrative Methodology. Forum: Qualitative Social Research 4(2): 1–20. https://www.qualitative-research.net/index.php/fqs/article/view/712
   Google Scholar
• Parry, S. (1998). Disciplinary discourse in doctoral education. Higher Education, 36(3), 273–299. https://doi.org/https://doi.org/10.1023/A:1003216613001
   Web of Science ®Google Scholar
• Phillips, E., & Pugh, D. (2000). How to get a PhD: a handbook for students and supervisor. Open University Press.
   Google Scholar
• Richardson, L. (1997). Fields of play: Constructing an academic life. Rutgers University Press.
   Google Scholar
• Rockinson-Szapkiw, A., & Spaulding, L. (2014). The doctoral journey: A handbook of strategies for success. Rowman & Littlefield.
   Google Scholar
• Rudestam, K., & Newton, R. (1992). Surviving your dissertation. Sage.
   Google Scholar
• Schmidt, M., & Hansson, E. (2018). Doctoral students’ well-being: A literature review. International Journal of Qualitative Studies on Health and Well-being, 13(1), 1–15. https://doi.org/https://doi.org/10.1080/17482631.2018.1508171
   Web of Science ®Google Scholar
• Sharmini, S., Spronken-Smith, R., Golding, C., & Harland, T. (2015). Assessing the doctoral thesis when it includes published work. Assessment & Evaluation in Higher Education 40(1): 89-102. https://doi.org/https://doi.org/10.1080/02602938.2014.888535
   Google Scholar
• Swales, J. (2004). Research genres: Explorations and applications. Cambridge University Press.
   Google Scholar
• Thomas, G. (1987). The process of writing a scientific paper. In P. Hills (Ed.), Publish or Perish (pp. 93–117). Peter Francis.
   Google Scholar
• Trafford, V., & Leshem, S. (2008). Stepping stones to achieving your doctorate by focusing on your viva from the start. Open University Press.
   Google Scholar
• Trafford, V. & Leshem, S. (2008). Stepping stones to achieving your doctorate by focusing on your viva from the start. Berkshire: Open University Press.
   Google Scholar
• Van Rooij, E., Fokkens-Bruinsma, M., & Jansen, E. (2019). Factors that influence PhD candidates’ success: the importance of PhD project characteristics. Studies in Continuing Education 1: 1-21. https://doi.org/https://doi.org/10.1080/0158037X.2019.1652158
   Google Scholar
• Walter, L., & Stouck, J. (2020). Writing the literature review: graduate student experiences. The Canadian Journal for the Scholarship of Teaching and Learning, 11(1), 1–17. https://doi.org/https://doi.org/10.5206/cjsotl-rcacea.2020.1.8295
   Web of Science ®Google Scholar
• Wanat, C. (2008). Getting past the gatekeepers: differences between access and cooperation in public school research. Field Methods, 20(2), 191–208. https://doi.org/https://doi.org/10.1177/1525822X07313811
   Web of Science ®Google Scholar
• Webster, L., & Mertova, P. (2007). Using narrative inquiry as a research method: An introduction to using critical event narrative analysis in research on learning and teaching. Routledge.
   Google Scholar
• Wellington, J., Bathmaker, A., Hunt, C., McCulloch, G., & Sikes, S. (2005). Succeeding with your doctorate. Sage.
   Google Scholar
• Woods, P. (1999). Successful writing for qualitative researchers. Routledge.
   Google Scholar