Browsing by Author "Leshem, Shosh"

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    Becoming doctorate as an endpoint and a point of departure
    (SUN MeDIA, 2016) Bitzer, Eli; Leshem, Shosh; Trafford, Vernon
    INTRODUCTION: There are generic features of ‘the doctorate’ that transcend disciplines, universities and doctoral procedures. Perspectives on doctoral outcomes include features of received wisdom, which scholars often refer to as the ‘gold standard’ of the doctorate (Trafford & Leshem 2008: 34–35). When standards at such a scholarly level are met, they constitute ‘doctorateness’, which is what examiners expect to be displayed in doctoral theses (Halse & Malfroy 2010; McAlpine & Ashgar 2010). To achieve generic scholarly standards, doctoral candidates are expected to progress beyond merely reporting facts; levels of knowledge, skills and attitudes that involve intellectualising, conceptualising and contributing to existing knowledge are required. Candidates and supervisors who display this understanding appreciate connections between doing research and writing a doctoral thesis, and for candidates at some institutions, defending their thesis in a doctoral viva. When these criteria for a doctoral degree are met, then ‘doctorateness’ is demonstrated (Trafford & Leshem 2008; 2011).
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    Doctoral students' identities : does it matter
    (AFRICAN SUN MeDIA, 2016) Leshem, Shosh
    Introduction: These excerpts depict the sentiments of doctoral students who were at different stages in their doctoral journey and shared their narratives with me. My interest in their narratives started long before embarking on this research. They were staff members in my faculty and knowing of my interest in doctoral education, visited my office to share their experiences, frustrations, delights and quests. I was intrigued by the emotions they expressed, and the powerful influence that these emotions seemed to have on their doctoral journey. My collegial interest transformed into research when one of them stated very ardently that she felt she was in a constant ‘dance of identities’. It immediately captured my inquisitive mind and I wondered about the nature of these ‘identity dances’ and, in fact, why should it really matter. However, I recognized that that these comments accorded with the doctoral journey being highly emotional with students experiencing isolation, alienation, loneliness and distress (Jones 2013). Research also suggests that identity development is a crucial dimension of the doctoral student experience, and yet, few studies have examined the process (Jazvac-Mrtek 2009; Baker and Pifer 2011). I then commenced exploring students’ narratives, focusing on how identities are negotiated and constructed during the doctoral journey.