A trio-autoethnographic analysis of the experiences and wellbeing of part-time doctoral students with full-time academic roles.
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| Title: | A trio-autoethnographic analysis of the experiences and wellbeing of part-time doctoral students with full-time academic roles. |
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| Authors: | Caldwell, Helen1 (AUTHOR) helen.caldwell@northampton.ac.uk, Whewell, Emma1 (AUTHOR), Richardson, Tanya1 (AUTHOR) |
| Source: | Innovations in Education & Teaching International. Jun2025, Vol. 62 Issue 3, p1032-1046. 15p. |
| Subject Terms: | *Part-time students, *Doctoral students, Self, Professional identity, Well-being |
| Abstract: | This study highlights the needs and potentialities of an often-overlooked group: Part-Time Doctoral Students who are Full-Time Academics at their institutions (PTSFTAs). Such students are rarely considered in the research literature, yet they face a unique set of tensions as their roles and identities evolve. This study contributes fresh understanding of PTSFTAs' experiences and wellbeing through a thematic analysis of a series of five open conversations reflecting on the supervisory process. Three PTSFTAs who studied and work at the same institution engaged in a series of trio-autoethnographic dialogues. These dialogues were structured around five doctoral supervision concepts. Tensions are identified that have the potential to affect PTSFTA wellbeing and identity. The study concludes that a student-centred doctoral supervision process can enable PTSFAs to develop multifaceted personal and professional identities and rich personal epistemologies. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This study highlights the needs and potentialities of an often-overlooked group: Part-Time Doctoral Students who are Full-Time Academics at their institutions (PTSFTAs). Such students are rarely considered in the research literature, yet they face a unique set of tensions as their roles and identities evolve. This study contributes fresh understanding of PTSFTAs' experiences and wellbeing through a thematic analysis of a series of five open conversations reflecting on the supervisory process. Three PTSFTAs who studied and work at the same institution engaged in a series of trio-autoethnographic dialogues. These dialogues were structured around five doctoral supervision concepts. Tensions are identified that have the potential to affect PTSFTA wellbeing and identity. The study concludes that a student-centred doctoral supervision process can enable PTSFAs to develop multifaceted personal and professional identities and rich personal epistemologies. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 14703297 |
| DOI: | 10.1080/14703297.2024.2385005 |
