Pressures, Pathways, and Practices: Learning as a First-Year International Research Candidate

Manidis, M

Pressures, Pathways, and Practices: Learning as a First-Year International Research Candidate

Manidis, M

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Publisher:: Springer
Publication Type:: Chapter
Citation:: Postgraduate Education in Higher Education, 2018, pp. 85-116
Issue Date:: 2018-10-31

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Field	Value	Language
dc.contributor.author	Manidis, M https://orcid.org/0000-0002-3723-0956
dc.date.accessioned	2022-11-29T22:21:17Z
dc.date.available	2022-11-29T22:21:17Z
dc.date.issued	2018-10-31
dc.identifier.citation	Postgraduate Education in Higher Education, 2018, pp. 85-116
dc.identifier.isbn	978-981-10-5247-7
dc.identifier.uri	http://hdl.handle.net/10453/163827
dc.description.abstract	The chapter examines the in situ learning of international higher-degree research (IHDR) candidates in their first year of enrolment. This initial year of a research degree is characterized as one of the intense institutional, disciplinary, and research learning (Brown, Navigating international academia: Research student narratives. The Netherlands: Sense Publishers, 2014). Candidates’ learning is examined in the context of broader pressures on doctoral pedagogy as well as in the context of local orientation and academic practices and disciplinary pathways. Learning is understood as “an outcome of participating in practice” (Boud and Hager, Studies in Continuing Education 34(1): 17–30, 2012, p. 23). Progress in IHDR candidates’ learning is investigated through an extensive ethnographic study supplemented by findings from a precursor evaluation survey. Theoretically the studies draw on practice-based views of learning and knowledge (Gherardi and Strati, Learning and knowing in practice-based studies. Gloucester: Edward Elgar Publishing Limited, 2012; Schatzki, Introduction: Practice theory. In The practice turn in contemporary theory, eds. Schatzki, T.R, K. Knorr Cetina, and E. von Savigny, 1–14. London: Routledge, 2001) and trends in the growing importance of (scientific) knowledge itself in our everyday lives (Knorr Cetina 1999. Epistemic cultures: How the sciences make knowledge. Cambridge: Harvard University Press; Nerland Research & Occasional Paper Series: Center for Studies in Higher Education, University of California, Berkeley 14: 12, 2012). The aim of the chapter is to highlight how and why participating broadly and proactively in research actions and activities (nested in practices Green, The primacy of practice and the problem of representation. In Understanding and researching professional practice, ed. B. Green, 39–54. Amsterdam: Sense Publishers, 2009b) make a difference to first year IHDR learning. Recommendations are made regarding the importance of attending to the frequency and kind of candidate, supervisory, and disciplinary practices (Maton, Canons and progress in the arts and humanities: Knowers and gazes. In Social realism, knowledge and the sociology of education, eds. K. Maton, and R. Moore. London: Continuum International Publishing Group, 2010) maximizing participatory involvement within disciplines. The depth and richness of the empirical data are likely to provide useful insights useful for international research candidates, their supervisors, and academic staff alike.
dc.format.extent	31
dc.language	en
dc.publisher	Springer
dc.relation.ispartof	Postgraduate Education in Higher Education
dc.relation.ispartofseries	University Development and Administration
dc.relation.isbasedon	10.1007/978-981-10-0468-1_19-1
dc.rights	info:eu-repo/semantics/closedAccess
dc.title	Pressures, Pathways, and Practices: Learning as a First-Year International Research Candidate
dc.type	Chapter
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	closed_access	*
pubs.consider-herdc	false
dc.date.updated	2022-11-29T22:21:15Z
pubs.place-of-publication	Switzerland
pubs.publication-status	Published
dc.location	Switzerland

Abstract:

The chapter examines the in situ learning of international higher-degree research (IHDR) candidates in their first year of enrolment. This initial year of a research degree is characterized as one of the intense institutional, disciplinary, and research learning (Brown, Navigating international academia: Research student narratives. The Netherlands: Sense Publishers, 2014). Candidates’ learning is examined in the context of broader pressures on doctoral pedagogy as well as in the context of local orientation and academic practices and disciplinary pathways. Learning is understood as “an outcome of participating in practice” (Boud and Hager, Studies in Continuing Education 34(1): 17–30, 2012, p. 23). Progress in IHDR candidates’ learning is investigated through an extensive ethnographic study supplemented by findings from a precursor evaluation survey. Theoretically the studies draw on practice-based views of learning and knowledge (Gherardi and Strati, Learning and knowing in practice-based studies. Gloucester: Edward Elgar Publishing Limited, 2012; Schatzki, Introduction: Practice theory. In The practice turn in contemporary theory, eds. Schatzki, T.R, K. Knorr Cetina, and E. von Savigny, 1–14. London: Routledge, 2001) and trends in the growing importance of (scientific) knowledge itself in our everyday lives (Knorr Cetina 1999. Epistemic cultures: How the sciences make knowledge. Cambridge: Harvard University Press; Nerland Research & Occasional Paper Series: Center for Studies in Higher Education, University of California, Berkeley 14: 12, 2012). The aim of the chapter is to highlight how and why participating broadly and proactively in research actions and activities (nested in practices Green, The primacy of practice and the problem of representation. In Understanding and researching professional practice, ed. B. Green, 39–54. Amsterdam: Sense Publishers, 2009b) make a difference to first year IHDR learning. Recommendations are made regarding the importance of attending to the frequency and kind of candidate, supervisory, and disciplinary practices (Maton, Canons and progress in the arts and humanities: Knowers and gazes. In Social realism, knowledge and the sociology of education, eds. K. Maton, and R. Moore. London: Continuum International Publishing Group, 2010) maximizing participatory involvement within disciplines. The depth and richness of the empirical data are likely to provide useful insights useful for international research candidates, their supervisors, and academic staff alike.

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http://hdl.handle.net/10453/163827