El Crabtree
Biographic Data
| ID | 9714037 |
|---|---|
| NAME | El Crabtree |
| FAMILY NAME | El Crabtree |
| SIGNATURE | EL CRABTREE |
| AFFILIATIONS | Trinity College Dublin |
| ORCID | 0000-0002-6680-6280 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2026 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
What does researcher independence and the hidden curriculum mean for postdocs? A collaborative autoethnographic study
Through collaborative autoethnography (CAE), this paper explores what researcher independence (RI) and the hidden curriculum (HC) mean for postdocs, building on the recent conceptualisations of doctoral RI and the HC. For postdocs, what RI means, as an outcome and a process, is particularly ill-defined. This paper considers the pertinence of the HC as a framework to guide postdoctoral development and mitigate common challenges faced. The authors’…
A ‘student’, ‘candidate’, ‘researcher’, or a ‘scholar’? A critical discussion of the terminology used for those doing a PhD
Currently, there are multiple terms circulating when referring to those doing a PhD. The most common term is doctoral/PhD student, although other terms, such as doctoral/PhD candidate, researcher and scholar are also found. However, there seems to be no consensus on which term to use and when. By using collaborative autoethnography, we explore how different terms used for doctoral learners are framed. Furthermore, we show why it is important to c…
Unmissable benefits
The humanities PhD is undergoing extraordinary change. Against this backdrop, this article argues that humanities doctoral education should be structured, supported and evaluated in ways that recognise its differences from other fields. It shares the findings of a qualitative survey of 60 humanities graduates from British and Irish universities who reflected on the value of their doctorates to various areas of life since graduation. Employing ref…
No prominent works on this page.
What does researcher independence and the hidden curriculum mean for postdocs? A collaborative autoethnographic study
Through collaborative autoethnography (CAE), this paper explores what researcher independence (RI) and the hidden curriculum (HC) mean for postdocs, building on the recent conceptualisations of doctoral RI and the HC. For postdocs, what RI means, as an outcome and a process, is particularly ill-defined. This paper considers the pertinence of the HC as a framework to guide postdoctoral development and mitigate common challenges faced. The authors’…
A ‘student’, ‘candidate’, ‘researcher’, or a ‘scholar’? A critical discussion of the terminology used for those doing a PhD
Currently, there are multiple terms circulating when referring to those doing a PhD. The most common term is doctoral/PhD student, although other terms, such as doctoral/PhD candidate, researcher and scholar are also found. However, there seems to be no consensus on which term to use and when. By using collaborative autoethnography, we explore how different terms used for doctoral learners are framed. Furthermore, we show why it is important to c…
Unmissable benefits
The humanities PhD is undergoing extraordinary change. Against this backdrop, this article argues that humanities doctoral education should be structured, supported and evaluated in ways that recognise its differences from other fields. It shares the findings of a qualitative survey of 60 humanities graduates from British and Irish universities who reflected on the value of their doctorates to various areas of life since graduation. Employing ref…
Doctoral Education Challenges and Solutions (3 works) · Graduate students (2 works) · Higher education (2 works) · Qualitative research (2 works) · Teaching method (2 works) · Ambivalence (1 work) · Artistic and Creative Research (1 work) · Autoethnography (1 work) · Curriculum (1 work) · Digital Education and Society (1 work)