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020 _a9789811393020
024 7 _a10.1007/978-981-13-9302-0
_2doi
040 _cМУБИС
050 4 _aLB2300-2799.3
072 7 _aJNM
_2bicssc
072 7 _aEDU015000
_2bisacsh
072 7 _aJNM
_2thema
082 0 4 _a378
_223
245 1 0 _aWellbeing in Doctoral Education
_h[electronic resource] :
_bInsights and Guidance from the Student Experience /
_cedited by Lynette Pretorius, Luke Macaulay, Basil Cahusac de Caux.
250 _a1st ed. 2019.
264 1 _aSingapore :
_bSpringer Singapore :
_bImprint: Springer,
_c2019.
300 _aXIII, 295 p. 13 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _aWellbeing in Doctoral Education: An Introduction -- 1 Prelude: The topic chooses the researcher -- 2 A short history of doctoral studies -- 3 Tensions between disciplinary knowledge and transferable skills: Fostering personal epistemology during doctoral studies -- 4 Autoenthography: Researching personal experiences -- Understanding Yourself: Fostering Intrapersonal Wellbeing -- 5 Intrapersonal wellbeing and the academic mental health crisis -- 6 You are not your PhD: Managing stress during doctoral candidature -- 7 Negating isolation and imposter syndrome through writing as product and as process: The impact of collegiate writing networks during a doctoral program -- 8 Walking a tightrope: Juggling competing demands as a PhD student and a mother -- 9 Struggling with mental illnesses before and during the PhD journey: When multiple treatments join the healing process -- 10 Maintaining emotional wellbeing for doctoral students: Indonesian students' mechanism of thinking out loud -- 11 Wax on, wax off: Maintaining confidence and overcoming anxiety -- Understanding Your Experiences: Building Identity and Agency in Academia -- 112 Identity and agency as academics: Navigating academia as a doctoral student -- 13 When questions answer themselves: Proactive reflection and critical eclecticism in PhD candidature -- 14 It is about time: Chronotropes and the experience and negotiation of space-time through PhD candidature -- 15 Shouting down a well: The development of authorial identity in thesis writing -- 16 Understanding the uncertainty: The use of diffusion of innovation theory to inform decision-making during the doctoral experience -- Understanding Others: Developing Intercultural Competence -- 17 Processes of globalisation in doctoral education -- 18 Effective intercultural supervision: Using reflective practice to enhance students' and supervisors' intercultural competence -- 19 Prospering in thesis writing: From self-reflexivity to ideological becoming -- 20 Climbing the proverbial mountain: How I developed my academic writing during my doctoral training -- 21 Learning through critique: Intercultural awareness in student-supervisor feedback practices -- 22 The third space: Fostering intercultural communicative competence within doctoral education -- The Road to Wellbeing -- 23 The flow experience in the doctoral journey.
520 _aThis book offers a range of personal and engaging stories that highlight the diverse voices of doctoral students as they explore their own learning journeys. Through these stories, doctoral students call for an academic environment in which the discipline-specific knowledge gained during their PhD is developed in concert with the skills needed to maintain personal wellbeing, purposely reflect on experiences, and build intercultural competence. In recent years, wellbeing has been increasingly recognised as an important aspect of doctoral education. Yet, few resources exist to help those who support doctoral students. Wellbeing in Doctoral Education provides a voice for doctoral students to advocate for improvements to their own educational environment. Both the struggles and the strategies for success highlighted by the students are, therefore, invaluable not only for the students themselves, but also their families, their social networks, and academia more broadly. Importantly, the doctoral students’ stories should be a clarion call for those in decision-making positions in academia. These narratives demonstrate that it is imperative that academic institutions invest in providing the skills and support that doctoral students need to succeed academically and flourish emotionally.
650 0 _aHigher education.
650 0 _aLearning.
650 0 _aInstruction.
650 0 _aEducational psychology.
650 0 _aEducation—Psychology.
650 1 4 _aHigher Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O36000
650 2 4 _aLearning & Instruction.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O22000
650 2 4 _aEducational Psychology.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O39000
700 1 _aPretorius, Lynette.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
700 1 _aMacaulay, Luke.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
700 1 _aCahusac de Caux, Basil.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9789811393013
776 0 8 _iPrinted edition:
_z9789811393037
776 0 8 _iPrinted edition:
_z9789811393044
856 4 0 _uhttps://doi.org/10.1007/978-981-13-9302-0
942 _2ddc
_cEBOOK