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The impact of doctoral study on university lecturers’ construction of self within a changing higher education policy context

Dann, R; Basford, J; Booth, C; O'Sullivan, R; Scanlon, J; Woodfine, C; Wright, P; (2019) The impact of doctoral study on university lecturers’ construction of self within a changing higher education policy context. Studies in Higher Education , 44 (7) pp. 1166-1182. 10.1080/03075079.2017.1421155. Green open access

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Abstract

This paper explores the impact of lecturers’ individual current doctoral study on their own and collective constructions of self in a changing Higher Education (HE) policy context. It focuses on how lecturers, drawn from a professional knowledge background, make sense of new institutional requirements for new lectures to have doctorates. The lecturers themselves, through ‘facilitated collaborative auto-ethnography’, generate the substantial data and analysis for this research. This study exposes the enormous pressure of the doctorate on their lives and reveals different ways in which they resist particular forms of language, affiliations and positioning within their institution. However, of particular significance in this study is their own agency and collective voice, through using their developing cultural tools of research to ‘be’ researchers, in and beyond their own doctoral studies, in order to understand their own changing identities within HE. The study therefore reveals complex, contradictory and unexpected responses to HE policy.

Type: Article
Title: The impact of doctoral study on university lecturers’ construction of self within a changing higher education policy context
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/03075079.2017.1421155
Publisher version: https://doi.org/10.1080/03075079.2017.1421155
Language: English
Additional information: Copyright © 2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Keywords: Doctoral study, ‘collaborative auto-ethnography’, higher education, identity, agency
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
URI: https://discovery.ucl.ac.uk/id/eprint/10040466
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