Author： Cotterall Sara
Publisher： Routledge Ltd
ISSN： 1469-8366
Source： Higher Education Research & Development, Vol.32, Iss.2, 2013-04, pp. : 174-187
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Abstract
While the epistemological and ontological challenges faced by doctoral candidates are well documented, the same cannot be said of the emotional dimensions of the journey. This paper draws on Activity Theory in exploring the role of emotion in the longitudinal doctoral learning experiences of six international PhD candidates studying in Australia. Analysis reveals that writing and supervision practices are common sites of tension but that the prevailing culture of silence militates against systemic change.
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