Abstract
AbstractPurpose: The UFS’ Postgraduate School (PGS) aspires to enhance dynamic postgraduate education and career development, and to facilitate the development of twenty-first century doctorateness of doctorandi. International best practices work well for traditional doctorandi; however, non-traditional doctorandi need non-traditional interventions. The PGS accepted the challenge to develop a tailor-made extension of the existing programme. This paper is intended for doctorandi and postgraduate support units in this era of exponential growth in postgraduate enrolments and limited growth in academic staff appointments. Design/methodology/approach: In the first Action Research (AR)-cycle the PGS responded to negotiated requirements, and developed an e-mentoring programme that included components of group- and peer-mentoring. Then, the doctorandi identified an additional requirement. This led to the second AR-cycle and illustrated the value of AR’s participation and co-constructing. Theories, concepts and co...
Highlights
This paper is presented in three parts
The metaphor I was sitting on the left front fin of Walking Fish in the cool mist of a large fountain in the garden in front of the UFS’ Postgraduate School (PGS)
The student the initiative includes all future generation researchers, in both academia industry, public sector and elsewhere, this paper focuses on doctorandi
Summary
This paper is presented in three parts. Firstly, metaphors are applied; secondly, the process of the project is discussed; and the theoretical basis of the project is unpacked. Doctorandi have an obligation to master a variety of skills in the process of producing a thesis, and need to develop their academic identity (McAlpine, Jazvac-Martek, & Hopwood, 2009) These skills include intellectual ability and confidence; independence of thinking; enthusiasm and commitment; and the ability to adapt to changing circumstances and opportunities; as well as the scholarly components: the conceptualisation, planning and executing of a research project; the application, extension and creation of knowledge; and the publication thereof. The PGS desired to firstly increase understanding of what type of further developments of its programmes were necessary to mutually benefit the institution and the doctorandi (McNiff, 2002) This process of action and research includes research techniques to support the continual process through two AR cycles, and beyond in the future. This extensive suite of programmes enables participants to review their capacities, plan their professional development, and document evidence thereof (Vitae, 2013, p. 2)
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