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Developing Researcher Independence Through the Hidden Curriculum / / edited by Dely L. Elliot, Søren S. E. Bengtsen, and Kay Guccione
| Developing Researcher Independence Through the Hidden Curriculum / / edited by Dely L. Elliot, Søren S. E. Bengtsen, and Kay Guccione |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | Cham, Switzerland : , : Palgrave Macmillan, , [2023] |
| Descrizione fisica | 1 online resource (296 pages) |
| Disciplina | 306.43 |
| Soggetto topico | Educational anthropology |
| ISBN | 3-031-42875-7 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Contents -- Notes on Contributors -- List of Figures -- List of Tables -- Introduction -- What This Book Aims to Offer -- Doctoral Well-being in the Spotlight -- Researcher Independence and Interdependence: An Oxymoron? -- So, What Might Researcher Independence Look Like in Practice? -- Hidden Curriculum as a Vital Channel of Doctoral Pedagogies -- Why Develop Researcher Independence Through the Hidden Curriculum? -- How Is This Book Designed to Achieve Its Core Aim? -- The Division of the Book -- Part I: Insights from Doctoral Scholars -- Part II: Insights from Doctoral Supervisors -- Part III: Insights from Researcher Developers -- Part IV: Insights from Institutional Leaders -- Part V: Insights on Doctoral Education Beyond Academia -- References -- Part I: Insights from Doctoral Scholars -- Through and Towards an interdisciplinary Research Community: Navigating Academia as a Lone Doctoral Scholar -- Introduction: An Accidental Doctoral Scholar -- Key Incident 1: Organising an International Conference -- Key Incident 2: ECHER -- Transitioning to Being a Postdoctoral Researcher: Who to Say "Yes" or "No" To? -- Conclusion -- References -- Mapping the Learning Opportunities of the Hidden Curriculum for International Doctoral Scholars in Japan -- Introduction -- Learning Experience of Doctoral Scholars in Japan -- Our Reflection: Informal Learning Opportunities for International Doctoral Scholars -- Domain A: Knowledge and Intellectual Abilities -- Domain B: Personal Effectiveness -- Domain C: Research Governance and Organisation -- Domain D: Engagement, Influence, and Impact -- Reflecting on the Insights from Our Dialogues -- References -- Peer Mentoring: A Potential Route to Researcher Independence -- Introduction -- What Is 'Peer Mentoring'? -- Peer Mentoring as a Route to Researcher Independence.
GTA Experience as a Secondary Source of Learning -- Working in Academia as International GTAs -- Peer Support During Lockdown -- Takeaway Messages from Peer Mentoring -- References -- 'Settle Down' or 'Return Overseas'? A Reflexive Narrative of an International Chinese Doctoral Scholar's (Re)adjustment Experiences in China -- Introduction -- Hidden Rules in the Job-Hunting Journey -- Hidden Knowledge to (Re)shape Academic Habitus in the 'Home Field' -- In-betweenness Through Learning Hidden Knowledge -- Discussion and Conclusion -- References -- 'It Is a Nice Way to End the Week': Journal Club as an Authentic and Safe Learning Space -- Research on Journal Clubs -- Reciprocal Determinism as a Lens for Exploring Doctoral Development -- An Autoethnographic Exploration of Our Own Journal Club Participation -- Multiple Dimensions of Learning Through Journal Club -- Personal Aspects Relevant to the Journal Club Experience -- Experiencing the Environment of the Journal Club -- JC as an Authentic and Safe Learning Space -- Taking Forward JCs for Developing Researcher Independence -- Appendix: Guide Questions for the Group Discussion During the Journal Club -- References -- Part II: Insights from Doctoral Supervisors -- Facilitating Researcher Independence Through Supervision as Dialogue -- Enabling, Demystifying, Nurturing Difference: Supervisory Interactions as Successful Dialogues -- Ecology of Interactions: Supervisor and Doctoral Researcher Dialogues -- Structured Supervisor and Doctoral Researcher Dialogues in Supervision -- Working with the Dialogues -- Feedback as Developmental Dialogue (Wisker, Online) -- Fridaying Dialogues -- Conclusion: What Do Supervisors Do to Support Independence? -- References -- Websites -- Creative Supervising/Supervising for Creativity: Exploring the Hidden Dimensions of Creativity in Doctoral Supervision. Demystifying Doctoral Creativity -- The Creative Pedagogue: Creative Supervising -- Creative Pedagogues Are Experts at Play -- Creative Pedagogues Have a Tolerance for Ambiguity and Allow for Constructive Friction -- Creative Pedagogues Have (Research) Integrity -- Creative Pedagogues Are Radical Collaborators -- Unlocking What Is Hidden: Supervising for Creativity -- Supervision for Enabling Scientific Play -- Supervision Amidst Ambiguity that Allows for Constructive Friction -- Supervision that Promotes Research Integrity -- Supervision for Radical Collaboration -- Beyond the Hidden Curriculum-Creativity as a Key Supervisory Concern -- References -- Developing a Disposition for Harnessing the Hidden Curriculum En Route to Becoming Independent Researchers: The Role of Doctoral Supervisors -- Introduction -- A Theoretical Lens -- Metacognition in Action -- A Metacognitive Disposition as a Means of Harnessing the Hidden Curriculum -- En Route to Becoming Independent Researchers -- References -- The Interstitial Doctoral Life of #thesisthinkers: When the Hidden Curriculum Might Be All There Is… -- #thesisthinkers: What Is It? -- What Do We Do Together in #thesisthinkers? -- What Makes #thesisthinkers Sticky? -- The Work of Usefulness Is Shared and Co-created, and It Shifts -- It's Specific to Individuals' Research Projects -- It's Relational -- Outputs Are Not the Focus: Cultivating Good Thinking and Academic Judgement Are -- It's Expansive -- #thesisthinkers: A Curriculum Hiding in Plain Sight? -- References -- Part III: Insights from Researcher Developers -- The Dance of Authenticity and Multiple Ways of Doing: Defining a Pedagogy for Accessing the Hidden Curriculum in Doctoral Education and Developing Researcher Independence -- 'The Only Way to Do It Is to Do It' (Merce Cunningham) -- Framing Improvisation -- A Pedagogy of Multiple Ways of Doing. Example: Introducing Strategies to Identify Thesis Structure -- An Authentic Approach to Training and Development -- Conclusion -- References -- How Humour Can Support Researcher Independence -- Humour and Norms in Supervision -- Examples from Life Science Supervision -- Discussion and Recommendations -- References -- Finding Confidence in Writing: Doctoral Writing Groups -- Introduction -- Models of Writing Groups -- Critiquing Groups -- Productivity Groups -- Independence and the Hidden Curriculum -- References -- Doctoral Intelligence Mechanisms to Illuminate Development Strategies in the Hidden Curriculum -- Introduction -- Doctoral Intelligence Conceptualisation -- Doctoral Intelligence Manifestations Reflect Mechanisms for Dynamic Development -- Doctoral Intelligence Manifestations -- Knowing -- Doing -- Thinking -- Willing -- Doctoral Intelligence Mechanisms -- Learning During the Doctoral Process -- Strategies for Ownership and Independence -- Integrating DI Domains Enhances Development -- Hidden Curriculum Guiding Framework for Research Independence -- Conclusion -- References -- Enabling Part-Time Doctoral Scholars to Develop Effective Support Villages -- Introduction -- What Is Different for Part-Time Doctoral Scholars? -- Demystifying the Belief of the Lone Scholar -- A Local Village for Local People -- Institutional Scaffolding -- Accessibility -- What's in It for Them? -- Enabling Peer Connections -- Developing Connections Beyond the Institution -- Social Media -- Postgraduate Subject Networks -- The Home-Village Connection -- Conclusion -- References -- Part IV: Insights from Institutional Leaders -- Echo-locating a Personalised Route to Independence -- Why Does Doctorate Need to Be Navigated? -- Transformation Through Conversation -- Designing Discourse into the Doctorate -- References. Decolonising Doctoral Education: Sociology of Emergences? -- Introduction -- Sociology of Emergences and the Hidden Curriculum -- 'Ruin Seeds' Supporting the Hidden Doctoral Curriculum: Cultural Resources, Elders, and Communities -- Extending the Hidden Doctoral Curriculum to Include Spiritual Knowledge -- Ruins Seeds and Counterhegemonic Appropriations: First Nations and Transcultural Knowledge Systems -- Conclusion: Liberated Zones for Decolonised Doctoral Education-Ideas for Doctoral Institutional Leaders -- References -- Midwifing the New: Institutional Leadership for Doctoral Education -- An Intriguing Triangle for Thought -- Institutional Leadership Is Compromised -- Cascading Layers of Leadership -- Fruitful Possibilities in Local Leadership -- Doctoral Leadership as Midwifing the New -- References -- Nested Leadership in Research Education -- Introduction -- Theoretical Anchoring -- Structural Change from Within: The Case of Beth -- Informal Community Building: The Case of Anna -- Nested Leadership in Doctoral Education -- References -- Part V: Insights on Doctoral Education Beyond Academia -- Putting the 'Extra' in Extracurricular: Why Going Off-Script is Important for Life After the Doctorate -- The Case for Extracurricular Learning in Doctoral Education -- What Are 'Extracurricular Development Opportunities,' and What Is There to Choose From? -- Empowering Doctoral Scholars to Reap the Benefits of Extracurricular Learning -- Staff-Doctoral Scholar Partnerships -- Be Driven by the Needs of Postgraduate Researchers -- Have a Diverse Menu of Accessible Opportunities -- Staying 'Off-Script' -- References -- The Hidden Meanings of 'Independent Research(er)' -- References -- Preparing for the World Outside Academia: Avoiding Organisational Culture Shock -- Preparing for the World Outside Academia: Avoiding Organisational Culture Shock. Integrating Non-academic Workplaces: Organisational Culture Shock. |
| Record Nr. | UNINA-9910766895303321 |
| Cham, Switzerland : , : Palgrave Macmillan, , [2023] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The university becoming : perspectives from philosophy and social theory / / Søren S. E. Bengtsen, Sarah Robinson and Wesley Shumar (editors)
| The university becoming : perspectives from philosophy and social theory / / Søren S. E. Bengtsen, Sarah Robinson and Wesley Shumar (editors) |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (212 pages) |
| Disciplina | 378.001 |
| Collana | Debating Higher Education: Philosophical Perspectives |
| Soggetto topico |
Philosophy and social sciences
Education, Higher Education - Philosophy Educació superior Universitats |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-69628-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Acknowledgements -- Contents -- List of Contributors -- Chapter 1: Introduction - The University Becoming -- The Integrity of the University -- Reclaiming the Idea of the University -- The University Sprawling -- The Structure of the Book -- References -- Part I: Higher Education and Its Societal Contexts -- Chapter 2: The Philosophy of Higher Education: Forks, Branches and Openings -- Introduction -- Metaphors for Higher Education -- Universities and Higher Education: A Real Situation -- Epistemic Injustice: A Local Matter -- Becoming a University -- A University in Motion and so Subject to Risk -- Conclusions -- References -- Chapter 3: Higher Education and the Politics of Need -- The Thesis: A Structure of Feeling -- Excess and Utility: A General Economy -- No Future: The "Need" for Higher Education -- The Politics of Needs: A Wasteful Higher Education -- Sovereignty in Higher Education: A Conclusion of Sorts -- References -- Chapter 4: Education as Promise: Learning from Hannah Arendt -- Introduction -- Arendt: The Thinker -- New Beginnings -- The Power of Promise -- Truth and Deliberation -- References -- Chapter 5: Can Academics Be Trusted to Be Truth-Tellers More Than the Rest of Society? -- Introduction -- Trustworthiness of the University -- Self-Deception as an Existential Dilemma -- What Can the Higher Education Institution Do? -- Concluding Remarks: Self-Trust at the Foundations of Higher Education -- References -- Part II: Student Being and Becoming -- Chapter 6: Higher Education: Learning How to Pay Attention -- Introduction -- Pedagogical Form and Intellectual Content -- Conceptual Form and Academic Content -- Learning How to Pay Attention -- A Time and Place for Thinking -- References -- Chapter 7: In Search of Student Time: Student Temporality and the Future University -- Introduction -- Functional Time -- ECTS Time.
The Accelerated Curriculum -- Study Intensity and Micromanagement of Students' Time -- The Quality Agenda and the Commodification of Time -- Lived Time -- Glimpsing Ecological Time -- References -- Chapter 8: A Kantian Perspective on Integrity as an Aim of Student Being and Becoming -- Formula of Humanity -- Introduction -- The Formula of Humanity: Examination of Core Terms -- Humanity and Being an End -- Treating Oneself Always as an End or Only as a Means -- Treating Another Always as an End or Only as a Means -- Understandings of Integrity Through the Formula's Lens -- 1. Identity -- 2. Self-constitution -- 3. Standing for Something -- 4. Virtue -- Conclusion: A Possible Kantian Theory of Integrity -- References -- Chapter 9: An Entrepreneurial Ecology for Higher Education: A New Approach to Student Formation -- Introduction -- The Entrepreneurial Turn in Higher Education -- What Is Value? -- Entrepreneurship of Absence -- Alien Entrepreneurship -- Conclusion: Universities as Central Institutions in Contemporary Society -- References -- Part III: The Idea of the Future University -- Chapter 10: Philosophy for the Playful University - Towards a Theoretical Foundation for Playful Higher Education -- Introduction: Gamified Higher Education -- The State of Play: From Gamified to Playful Higher Education -- To Play or Not to Play: On the Distinction Between Play and Playfulness -- Playframe 1: Curiosity - Play as Life and Force and HE as Exploratorium -- Playframe 2: Creativity - Play as Form and Act and HE as Experimentarium -- Playframe 3: Communality - Play as Fellowship and Culture and HE as Collaboratorium -- Conclusion: Towards a Genuine Playful University -- References -- Chapter 11: The Migrant University -- Higher Education as Neoliberal, Biopolitical Project, and Latinx (Im)migrant Communities -- The Figure of the Migrant and Kinopolitics. Figure of the Migrant -- Kinopolitics and Expansion by Expulsion -- Pedetic Force - The Power of the Foot -- The Raid -- The Revolt -- The Rebellion -- The Resistance -- The Migrant University -- References -- Chapter 12: The Student as Consumer or Citizen of Academia and Academic Bildung -- Introduction -- Bildung and Academic Bildung -- Unpacking the Scandinavian Bildung Tradition of Higher Education Empirically -- Different Conceptions of Bildung in the Daily Discourse on Higher Education -- Academic Citizen or Consumer? -- The Structure of Epistemic Practices Acute for Academic Bildung -- The Student in a Future Higher Education -- References -- Chapter 13: Creating Experimenting Communities in the Future University -- Introduction -- The University, Lost and Found -- Learning Processes and Digital Technologies -- Context and Background -- Experimenting Communities and Digital Media -- A Framework for Supporting Experimenting Communities -- Discussion -- Conclusion -- References -- Chapter 14: Coda: Perpetuum Mobile -- Index. |
| Record Nr. | UNINA-9910488726703321 |
| Cham, Switzerland : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||