Work/Think/Play in Doctoral Education

Bibliographic Data

ID2386342
AuthorsJessica Van Cleave (0000-0002-2531-3965, Mars Hill University, NC, USA), Sarah Bridges-Rhoad, Sarah Bridges-Rhoads (Georgia State University, Atlanta, USA), Hilary E Hughes (0000-0001-6114-7733, University of Georgia, Athens, USA), Hilary Hughes (0000-0001-5123-1552)
Year2018
Volume24
Issue10
Pages739-742
Publication date2018-12-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueQualitative Inquiry (JOURNAL)
Journal identifiersISSN: 1077-8004 • E-ISSN: 1552-7565
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/1077800418767215
OpenAlexW2794671566
LanguageEN
References cited13

This article is the introduction to the special issue, "Work/Think/Play in Doctoral Education." Similar to its companion issue titled, "Work/Think/Play in Qualitative and Postqualitative Inquiry," the goal of this issue is not to define, categorize, stabilize, or normalize the processes and practices of inquiry that remain behind-the-scenes of research reports and dissertations. Nor is it to make visible what researchers do when we say we are doing (and learning to do) qualitative and postqualitative research. Instead, we hope the articles in this volume open up conversations about scholars' work/think/play that goes beyond the scope of the dissertation study and contribute to the continuous re-creation of teaching, learning, and qualitative and post qualitative research

Categorization · Engineering ethics · Epistemology · Pedagogy · Qualitative research · Scope (computer science · Social science · Sociology · Work (physics · Computer Science · Higher Education Practises and Engagement · Participatory Visual Research Methods · Qualitative Research Methods and Ethics

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