Experiencing doctoral liminality as a conceptual threshold and how supervisors can use it

Bibliographic Data

ID5779149
AuthorsJeffrey M Keefer (0000-0002-5324-8822, New York University, corresponding author)
Year2015
Volume52
Issue1
Pages17-28
Publication date2015-01-02
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueInnovations in Education and Teaching International (JOURNAL)
Journal identifiersISSN: 1470-3297 • E-ISSN: 1470-3300
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/14703297.2014.981839
OpenAlexW2071883865
LanguageEN
Citations received33
References cited30

Doctoral students face numerous challenges along the path toward achieving a doctorate. With the experience likened to a rite of passage, many face periods of confusion and disorientation, liminal periods of being betwixt and between. Threshold concept theory, reconceived as conceptual thresholds when experienced on the doctoral level, can inform how they are understood. The aim of this research is to explore liminal experiences during the doctoral journey and offer suggestions for how supervisors can better support their learners. This qualitative narrative inquiry explored doctoral liminality amongst 23 participants coming from five countries and 19 different disciplines. Findings cut across the diversity of the participants, with their liminal experiences comprising a sense of isolation, lack of confidence and impostor syndrome, and research misalignment. Periods of liminality were rarely discussed, even after long periods of time. Findings are offered to provide guidance for supervisors to help support and scaffold their learners.Keywords: doctoral liminalitythreshold conceptsconceptual thresholddoctoral studiespostgraduate supervisionimpostor syndromedoctoral educationhigher education

Conceptual framework · Confusion · Rite of passage · Doctoral Education Challenges and Solutions · Perfectionism, Procrastination, Anxiety Studies

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