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] |
| Copyright of Innovations in Education & Teaching International is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 185256802 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: A trio-autoethnographic analysis of the experiences and wellbeing of part-time doctoral students with full-time academic roles. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Caldwell%2C+Helen%22">Caldwell, Helen</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> helen.caldwell@northampton.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Whewell%2C+Emma%22">Whewell, Emma</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Richardson%2C+Tanya%22">Richardson, Tanya</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Innovations+in+Education+%26+Teaching+International%22">Innovations in Education & Teaching International</searchLink>. Jun2025, Vol. 62 Issue 3, p1032-1046. 15p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Part-time+students%22">Part-time students</searchLink><br />*<searchLink fieldCode="DE" term="%22Doctoral+students%22">Doctoral students</searchLink><br /><searchLink fieldCode="DE" term="%22Self%22">Self</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+identity%22">Professional identity</searchLink><br /><searchLink fieldCode="DE" term="%22Well-being%22">Well-being</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Innovations in Education & Teaching International is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=185256802 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/14703297.2024.2385005 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 1032 Subjects: – SubjectFull: Part-time students Type: general – SubjectFull: Doctoral students Type: general – SubjectFull: Self Type: general – SubjectFull: Professional identity Type: general – SubjectFull: Well-being Type: general Titles: – TitleFull: A trio-autoethnographic analysis of the experiences and wellbeing of part-time doctoral students with full-time academic roles. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Caldwell, Helen – PersonEntity: Name: NameFull: Whewell, Emma – PersonEntity: Name: NameFull: Richardson, Tanya IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 14703297 Numbering: – Type: volume Value: 62 – Type: issue Value: 3 Titles: – TitleFull: Innovations in Education & Teaching International Type: main |
| ResultId | 1 |
