Developing a distance-based doctoral supervisory model: Inquiry over disrupted trajectories
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Date
2023-04-24
Open Access Location
Journal Title
Journal ISSN
Volume Title
Publisher
Taylor and Francis Group
Rights
(c) 2023 The Author/s
CC BY-NC-ND 4.0
CC BY-NC-ND 4.0
Abstract
This paper proposes a distance-based doctoral supervisory model to support students in the process of navigating self, agency, and emotions over their doctoral journey. The model emerged through our examination of the lived experiences of three Chinese female doctoral students who, though enrolled as internal students in our New Zealand university, were prevented by the pandemic from returning from their Spring Festival sojourn to China, and continued their study by distance. We employed narrative analysis to deeply engage with their stories shared in diaries and one-on-one interviews, alongside social media interactions. These revealed a strong commitment to study emanating from answerability toward their research projects, already underway, and agentive actions to maintain peer-to-peer academic and emotional support, enabling resilience and reflexivity about personal values and needs. Learning from this experience, we emphasize in our model the need to nurture important bonds between students, their peers and their supervisors in online environments.
Description
Keywords
agency, doctoral supervision, emotions, international students, narrative analysis
Citation
Qi GY, Skyrme G, White CJ. (2024). Developing a distance-based doctoral supervisory model: Inquiry over disrupted trajectories. Distance Education. 45. 1. (pp. 187-204).