Cultivating a ‘collegial turn’ in doctoral education
Abstract
Doctoral students’ understandings of collegiality and their collegial practices warrant specific attention, yet are often addressed as implicit to peer learning and research communities, and ensconced in transferable skills as ‘teamwork’. This article reports on research involving 43 doctoral students at one New Zealand university. Using a hybrid methodology that synergised social practice theory and phenomenography, the students participated in...
Paper Details
Title
Cultivating a ‘collegial turn’ in doctoral education
Published Date
Oct 22, 2019
Journal
Volume
26
Issue
6
Pages
759 - 775
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