Event details

Webinar: Doctoral Scholarship and Practice

Monday, 13 January 2020

This Webinar is part of Share your Research: A programme of Online Webinars. This series is intended to facilitate the sharing of cutting edge and innovative research, globally. These webinars enable lively debate and constructive feedback from interested peers. These sessions are open and free for all to attend. 

 Chair: Dr Emily Henderson, University of Warwick 


1.       The Risks within Doctoral Scholarship and Practices Kwong Nui Sim, Victoria University of Wellington

Information communication technologies (ICT) is a ubiquitous aspect of higher education. At the level of doctoral education, current evidence-based studies are limited, with only a few examining student practices (e.g., Oliver, 2011). An interpretivist research approach (Erickson, 1998) framed this study to explore perceptions about ICT use to support doctoral supervision and study in two New Zealand universities. Data was collected as part of a 3-tier participative drawing process (Wetton & McWhirter, 1998), which included a series of two/three discussions, along with participant-made drawings that formed the focus of the discussions. An iterative and inductive approach (Thomas, 2006) which involved thematic analysis (Silverman, 2011) and the capture of major common ideas (Mayring, 2000) expressed by participants about how ICT is perceived and used in doctoral research processes was adopted. The key finding revealed that both doctoral supervisors and students hold individual assumptions and expectations of ICT use where the use is determined by those assumptions and expectations. Each assumption and expectation are accompanied by a risk element: risk to quality of work (e.g., if the ICT use makes a difference to the end-product, the thesis); efficiency and effectiveness of the doctoral research processes (e.g., the time pressure for thesis submission); and risk for a change or a challenge (e.g., whether learning to adapt ICT use is worthwhile). The nature of each risk is qualitatively different and they informed the doctoral supervisors’ and students’ ICT practices. There are complex human factors, including attitudes and conceptions about doctoral education, influencing and determining perceptions of how ICT is incorporated into doctoral research processes. In summary, this study raises questions for further discussions with respect to the nature of doctoral scholarship and practices, particularly the roles of ICT in supporting and enhancing doctoral research processes.


2.       Divergence between practice and perspectives on conferences as learning sites for doctoral students:  Findings from a multinational project Labake Fakunle, University of Edinburgh, Mollie Dollinger, La Trobe University Australia, Joyceline Allah-Mensah, University of Nottingham, Blair Izard, University of Connecticut.

This webinar presents findings from a mixed-method exploratory multinational project funded by Universities 21. We will discuss differences between current practice on conference participation for doctoral students at Schools of Education in four research intensive universities in Scotland, England, Australia and the United States. We also present findings related to students’ perspectives on attending conferences at different stages of their candidature (year 1 - 4 and beyond). We will discuss the implications of our findings for universities and conference organisers, in relation to doctoral education in a 21st century internationalised HE. 

Network: Newer Researchers
Date(s): Monday, 13 January 2020
Times: 10:00 - 11:00
Signup Deadline: Tuesday, 14 January 2020
Location: Online event, link will be provided
Lunch Provided: No
Spaces Left: Unlimited
Prices: Members: Free, Guests: Free
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