From Life-Vests to Catalysts

Ph.D. students report that doctoral work is challenging, with tight deadlines and extensive individual demands. In our duoethnography we reflect on and interrogate how collaborating in a structured way supported the development of our research competence during our doctoral work. Our analysis draws on a range of data: emails, Outlook calendars, work notes, manuscripts with reviewing comments, audio recordings of workshops, memories and research diaries. This article presents two concepts: (1) the phasing of doctoral work, showing our journey from life-vests to catalysts, and (2) a structured model for collaboration, built on shared engagement and mutual commitment. Further it argues that there is an unrealised potential in peer collaboration in doctoral work, suggesting the benefit of establishing systematic approaches to collaboration as an integral part of doctoral training. This article contributes to the theoretical development of the pedagogical field of research education and seeks to inspire other Ph.D. students as well as academics and leaders within higher education that are interested in jointly developing research competence

Competence (human resources · Field (mathematics · Higher education · Key (lock · Qualitative research · Work (physics · Doctoral Education Challenges and Solutions · Interdisciplinary Research and Collaboration · Mentoring and Academic Development