Searching for 'a third space’: a creative pathway towards international PhD students’ academic acculturation

Elliot, D. , Baumfield, V. and Reid, K. (2016) Searching for 'a third space’: a creative pathway towards international PhD students’ academic acculturation. Higher Education Research and Development, 35(6), pp. 1180-1195. (doi:10.1080/07294360.2016.1144575)

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Abstract

Undertaking a PhD is a challenging endeavour. Pursuing a doctoral education in a ‘foreign’ context tends to increase the demands of this intellectual venture. The nature of research-based PhD programmes, often characterised by a lack of formal curricula where academic supervision lasts several years, may add another layer of complexity. Drawing upon an extended version of Urie Bronfenbrenner’s bio-ecological theory of human development, this paper attempts to offer a greater understanding of both academic and non-academic concerns confronting international PhD students with a view to highlighting their implications for institutional policy and practice. Underpinned by a visual metaphor approach, our research findings advocate embedding the use of ‘a third space’ as a creative pathway and strategy for maximising students’ chances of achieving a successful PhD academic acculturation journey.

Item Type:Articles
Additional Information:This research was made possible through the award obtained from the University of Glasgow’s Adam Smith Research Foundation Seedcorn Fund, which aims to encourage innovative and high-quality interdisciplinary research.
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Reid, Dr Kate and Baumfield, Professor Vivienne and Elliot, Dr Dely
Authors: Elliot, D., Baumfield, V., and Reid, K.
College/School:College of Social Sciences > School of Education > Creativity Culture and Faith
College of Social Sciences > School of Education > Social Justice Place and Lifelong Education
Journal Name:Higher Education Research and Development
Publisher:Routledge
ISSN:0729-4360
ISSN (Online):1469-8366
Published Online:22 February 2016
Copyright Holders:Copyright © 2016 HERDSA
First Published:First published in Higher Education Research and Development 33(6):1180-1195
Publisher Policy:Reproduced in accordance with the copyright policy of the publisher

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