The Good Enough PhD The Good Enough PhD

Doctoral learning journeys: threshold concepts, Doctoral learning journeys: threshold concepts, conceptual threshold crossing and the role of conceptual threshold crossing and the role of

supervisors and research development supervisors and research development programmes programmes

Gina Wisker, Charlotte Morris, and the NTFS team Gina Wisker, Charlotte Morris, and the NTFS team Research conference Research conference

January 2009January 2009

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Some thoughts Some thoughts

The best PhD is the one you finish and The best PhD is the one you finish and hand in. hand in.

We are all trying to enable We are all trying to enable

The ‘good enough’ PhD The ‘good enough’ PhD

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OverviewOverview Early work (Wisker, Kiley, Trafford & Leshem) has Early work (Wisker, Kiley, Trafford & Leshem) has

started to identify threshold concepts and conceptual started to identify threshold concepts and conceptual thresholds at the research education level (EARLI 2007, thresholds at the research education level (EARLI 2007, QPR 2006, 2008, Threshold concepts conferences QPR 2006, 2008, Threshold concepts conferences 2006,208) 2006,208)

PostgraduatesPostgraduates’’ experiences with threshold concepts and experiences with threshold concepts and conceptual threshold crossing conceptual threshold crossing

Supervisors’ experiences of identifying students’ Supervisors’ experiences of identifying students’ conceptual threshold crossing and conceptual threshold crossing and ‘‘nudgingnudging’’ them across. them across.

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Current projectCurrent project NTFS project ’doctoral learning journeys’ (2007-2010) NTFS project ’doctoral learning journeys’ (2007-2010)

Building on ongoing and complementary research Building on ongoing and complementary research exploring :exploring :

postgraduate (doctoral) student learning- variations in postgraduate (doctoral) student learning- variations in approach, dissonance,approach, dissonance,

supervisory practices, dialogues, supervisory practices, dialogues, communities of practice communities of practice research development programmes research development programmes metalearning metalearning Threshold concepts in disciplines and generically at the Threshold concepts in disciplines and generically at the

doctoral learning doctoral learning Conceptual threshold crossing Conceptual threshold crossing

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Theoretical frameworkTheoretical framework Conceptual threshold crossing is evidenced by Conceptual threshold crossing is evidenced by (as per Meyer and Land’s theories) Troublesome (as per Meyer and Land’s theories) Troublesome

knowledge, movements on from stuck places knowledge, movements on from stuck places through liminal spaces into new understanding - through liminal spaces into new understanding - transformations, transformations,

Ontological change –seeing the self and the world Ontological change –seeing the self and the world differentlydifferently

Epistemological contribution=-making new Epistemological contribution=-making new contributions to understanding and meaning contributions to understanding and meaning

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Ontology / IdentityOntology / Identity We argue that when a candidate’s behaviour We argue that when a candidate’s behaviour

changes it suggests that they have crossed a changes it suggests that they have crossed a particular conceptual threshold and that this particular conceptual threshold and that this indicates an ontological shift, a change in identity indicates an ontological shift, a change in identity

Behaviours such as:Behaviours such as: Working conceptually, critically and creatively rather Working conceptually, critically and creatively rather

than just busily than just busily Production of an abstract and a conclusions chapter Production of an abstract and a conclusions chapter

which deal with concepts not merely factswhich deal with concepts not merely facts Being able to put forward an argument supported by Being able to put forward an argument supported by

evidenceevidence

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Research questionsResearch questions Does the theory of threshold concepts describe and appreciate Does the theory of threshold concepts describe and appreciate

the kinds of learning research candidates can/must make in their the kinds of learning research candidates can/must make in their work for it to achieve a doctoral standard?work for it to achieve a doctoral standard?

Are there generic conceptual thresholds and how might we Are there generic conceptual thresholds and how might we identify the crossing of such generic doctoral thresholds?identify the crossing of such generic doctoral thresholds?

Are there discipline-specific conceptual thresholds at the Are there discipline-specific conceptual thresholds at the research level?research level?

How can we identify when a candidate has crossed a threshold?How can we identify when a candidate has crossed a threshold? What elements of our work with research candidates can What elements of our work with research candidates can

support and empower them to cross such thresholds?support and empower them to cross such thresholds?

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Our research questionsOur research questions How doHow do doctoral students signify their awareness of doctoral students signify their awareness of

working conceptually?working conceptually? How do students’ conceptual grasp and comments How do students’ conceptual grasp and comments

display crossing of subject-specific and generic doctoral display crossing of subject-specific and generic doctoral thresholds?thresholds?

How do supervisors recognise students’ conceptual grasp How do supervisors recognise students’ conceptual grasp of research? of research?

What strategies and activities do supervisors use to What strategies and activities do supervisors use to encourage conceptual grasp by doctoral students? encourage conceptual grasp by doctoral students?

How do examiners identify and assess conceptually-How do examiners identify and assess conceptually-robust research outcomes and skills developments?robust research outcomes and skills developments?

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Student responsesStudent responses In terms of learning moments I think you have In terms of learning moments I think you have

those small or medium moments every now and those small or medium moments every now and again, don’t you, when you read and you are again, don’t you, when you read and you are exposed to new ideas and you think ah now, I’ve exposed to new ideas and you think ah now, I’ve got it and then actually a couple of weeks later got it and then actually a couple of weeks later you’re a bit further but then you have another one you’re a bit further but then you have another one of those moments and so you kind of gradually I of those moments and so you kind of gradually I guess get closer and closer to the final thing, the guess get closer and closer to the final thing, the final shape of your theories and ideas about it.final shape of your theories and ideas about it.

(2(2ndnd year Philosophy student) year Philosophy student)99

A couple of weeks ago I found that things have stopped …A couple of weeks ago I found that things have stopped …mentally I found myself up against a brick wall… I just felt that mentally I found myself up against a brick wall… I just felt that I was kind of stuck and it wasn’t moving and it was all bitty, I’d I was kind of stuck and it wasn’t moving and it was all bitty, I’d done all these chunks of work but I couldn’t really see how they done all these chunks of work but I couldn’t really see how they fitted together and yeah so I reached quite a crisis point. fitted together and yeah so I reached quite a crisis point. Especially when I got negative feedback I just felt quite down Especially when I got negative feedback I just felt quite down hearted about it and, but like I say I think having the hearted about it and, but like I say I think having the supervision, talking it through, taking a step back from supervision, talking it through, taking a step back from everything, taking it to bits and being questioned about everything, taking it to bits and being questioned about everything and then having to simplify everything, in order to everything and then having to simplify everything, in order to present. I mean over a couple of days - my supervision was one present. I mean over a couple of days - my supervision was one day and my presentation was the next day… day and my presentation was the next day… 

I came out of that whole process feeling that I could kind of see I came out of that whole process feeling that I could kind of see it, I could see that there was shape there… I can see shapes.it, I could see that there was shape there… I can see shapes.

(1(1stst year Gender Studies student) year Gender Studies student)1010

Analysis of both the survey and narrative Analysis of both the survey and narrative interviews identifies student awareness of interviews identifies student awareness of beginning to work at a more conceptual, critical and beginning to work at a more conceptual, critical and creative level in their doctoral studies, although for creative level in their doctoral studies, although for many in their first year, this is often couched in many in their first year, this is often couched in terms which express a preliminal state. The survey terms which express a preliminal state. The survey identified the following ways in which doctoral identified the following ways in which doctoral students indicated crossing conceptual thresholds:students indicated crossing conceptual thresholds:

  

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DiscoveryDiscovery – the identification of a new theory, – the identification of a new theory, theorist or concept that encapsulates thinkingtheorist or concept that encapsulates thinking

SynthesisSynthesis – the bringing together of two or more – the bringing together of two or more concepts to create a new conceptconcepts to create a new concept

VerbalVerbal – the discovery of new ways of thinking as – the discovery of new ways of thinking as a result of discussion or the recognition of a result of discussion or the recognition of knowledge sufficient to defend a positionknowledge sufficient to defend a position

MechanicalMechanical – almost superficial adoption of – almost superficial adoption of conceptual position to satisfy requirements of conceptual position to satisfy requirements of disciplinediscipline

InnateInnate – ‘I always thought this way’ – ‘I always thought this way’1212

In both the survey and interviews, doctoral students have used a In both the survey and interviews, doctoral students have used a variety of metaphors to describe their learning journeys and variety of metaphors to describe their learning journeys and experiences. Learning leaps are often described metaphorically, in experiences. Learning leaps are often described metaphorically, in visual terms (‘a lightbulb moment’) or kinaesthetic terms (‘things visual terms (‘a lightbulb moment’) or kinaesthetic terms (‘things clicked into place’) as are moments where students feel they are clicked into place’) as are moments where students feel they are stuck, e.g. ‘I hit a brick wall’. Learning moments where students stuck, e.g. ‘I hit a brick wall’. Learning moments where students indicate conceptual threshold crossing may occur when they:indicate conceptual threshold crossing may occur when they:

identify research questions; identify research questions; determine relationships between existing theories and their own determine relationships between existing theories and their own

work; work; devise methodology and engage with methods;devise methodology and engage with methods; analyse data;analyse data; reach conclusions - conceptual as well as factual.reach conclusions - conceptual as well as factual.

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SupervisorsSupervisors Supervisors’ comments (from parallel research) on Supervisors’ comments (from parallel research) on

recognising students’ work that evidences that they have:recognising students’ work that evidences that they have: acquired and owned various threshold concepts, and acquired and owned various threshold concepts, and crossed conceptual thresholdscrossed conceptual thresholds In the following discussions, posts and interviews, supervisors In the following discussions, posts and interviews, supervisors

identify their recognition of threshold crossing, and their identify their recognition of threshold crossing, and their thoughts about what ‘nudges’ students across. thoughts about what ‘nudges’ students across.

How can they identify the crossing moments and the qualities?How can they identify the crossing moments and the qualities? How can they nudge? Please read and discuss their comments How can they nudge? Please read and discuss their comments

and inputs- and inputs- what are YOUR views? what are YOUR views?

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A Indicators of ‘change’A Indicators of ‘change’ (1) SB(1) SB I think er the skill of helping somebody I think er the skill of helping somebody

through this thought process in terms of research er came through this thought process in terms of research er came from my own PhD. I mean, it has to, er because I think from my own PhD. I mean, it has to, er because I think that I had such a struggle and because I had such a that I had such a struggle and because I had such a struggle, I knew where I was coming up against brick struggle, I knew where I was coming up against brick walls and er where I could have done with understanding walls and er where I could have done with understanding the process better as I went along. And so I think that it the process better as I went along. And so I think that it was out of my own sort of conflicts that, that I recognised was out of my own sort of conflicts that, that I recognised those in other peoples. Is, is being able to see that problem those in other peoples. Is, is being able to see that problem and then just sort of say, ‘well, what do you think?’ You and then just sort of say, ‘well, what do you think?’ You know, ‘which way do you think that you are going to go? know, ‘which way do you think that you are going to go? and this is the reason why I think you should know.’ and this is the reason why I think you should know.’

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Language and expressionLanguage and expression ‘‘the choice of language used to introduce threshold concepts, and the choice of language used to introduce threshold concepts, and

indeed used in the naming and explanation of the concepts indeed used in the naming and explanation of the concepts themselves, can be troublesome and can present epistemological themselves, can be troublesome and can present epistemological obstacles’ (2006)obstacles’ (2006)

Misconceptions- underdeveloped or missed- conceptions are Misconceptions- underdeveloped or missed- conceptions are revealed in language –which is how one articulates understanding, revealed in language –which is how one articulates understanding, represents and communicates constructions of meaning represents and communicates constructions of meaning

For instance- at postgraduate level - Students have problems with For instance- at postgraduate level - Students have problems with the metalanguage of doctorateness which theorises their work eg ‘ the metalanguage of doctorateness which theorises their work eg ‘ conceptual framework’, instead they might choose stock phrases conceptual framework’, instead they might choose stock phrases related to busy work related to busy work

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Identifiable aspects of conceptual Identifiable aspects of conceptual threshold crossingthreshold crossing

Ontological shift- Security of self challenged – Ontological shift- Security of self challenged – moved on moved on

Epistemology- postmodernist –defamiliarisation, Epistemology- postmodernist –defamiliarisation, fragmentation, insecurity of established fragmentation, insecurity of established ‘knowledge’, new contribution to meaning ‘knowledge’, new contribution to meaning

What does this mean at postgraduate level? Where What does this mean at postgraduate level? Where does it occur?does it occur?

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Postgraduate Postgraduate Problematising of accepted conceptsProblematising of accepted concepts Conceptual frameworksConceptual frameworks Conceptual level work – questions, design, data analysis, Conceptual level work – questions, design, data analysis,

conceptual (in addition to factual) conclusions conceptual (in addition to factual) conclusions Research is Research is ConceptualConceptual CriticalCritical Creative Creative (enough)(enough)

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Facilitation of threshold crossing-Facilitation of threshold crossing-moments for postgraduates moments for postgraduates

Identifying a research questionIdentifying a research question Theorising - interaction in a dialogue between and with the theories and Theorising - interaction in a dialogue between and with the theories and

own work in the theoretical perspectives chapterown work in the theoretical perspectives chapter Methodology and methods-engagement at conceptual level Methodology and methods-engagement at conceptual level Research design which actions the questionResearch design which actions the question Data analysis which carries out a theorised exploration and Data analysis which carries out a theorised exploration and

investigationinvestigation Conceptual conclusionsConceptual conclusions Enabling, encouraging, empowering students to work conceptually –Enabling, encouraging, empowering students to work conceptually –

critical, evaluative, problematising, creating- not just being busy…so critical, evaluative, problematising, creating- not just being busy…so the thinking planning research work and articulation are using the the thinking planning research work and articulation are using the metalanguage of postgraduate level expression and the student is metalanguage of postgraduate level expression and the student is working at a conceptualised levelworking at a conceptualised level

Viva preparation Viva preparation

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Further ideas…Further ideas… Ensuring a boundaried (doable) and conceptual enough questionEnsuring a boundaried (doable) and conceptual enough question Early focus on conceptual framework, methodology and methodsEarly focus on conceptual framework, methodology and methods Very close reading and focus on dialoguing with experts in the literature Very close reading and focus on dialoguing with experts in the literature

review/theoretical perspectives chapterreview/theoretical perspectives chapter Oral prompting of conceptual, critical work individually in supervisions and Oral prompting of conceptual, critical work individually in supervisions and

in groupsin groups Prompt feedback encouraging conceptual and critical work Prompt feedback encouraging conceptual and critical work Models, dialogues, pointing out contradictions and tensions and urging Models, dialogues, pointing out contradictions and tensions and urging

incorporation for critical conceptual engagementincorporation for critical conceptual engagement Encouragement of careful data analysis developing themes, engaging with Encouragement of careful data analysis developing themes, engaging with

theoriestheories Encouraging early writing and much editing-sharing and reflectionEncouraging early writing and much editing-sharing and reflection Focus on using the language of ‘doctorateness’ e.g. conceptual framework, Focus on using the language of ‘doctorateness’ e.g. conceptual framework,

and the ideas, the research and theories of learning e.g. metacognitionand the ideas, the research and theories of learning e.g. metacognition

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Conclusions Conclusions The research has so far identified critical points when The research has so far identified critical points when

students make conceptual ‘learning leaps’, experience students make conceptual ‘learning leaps’, experience conceptual paradigm shifts regarding their research and conceptual paradigm shifts regarding their research and themselves and demonstrate ‘new ways of seeing.’ themselves and demonstrate ‘new ways of seeing.’ However, students often struggle to articulate this However, students often struggle to articulate this experience and may benefit from developing academic experience and may benefit from developing academic language and meta-learning at this level. language and meta-learning at this level.

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Practical strategies which may enable work at a more Practical strategies which may enable work at a more conceptual level have been reported by doctoral students, conceptual level have been reported by doctoral students, including questioning strategies to prepare students to including questioning strategies to prepare students to justify their work along with writing and presentation justify their work along with writing and presentation opportunities. Such strategies will potentially benefit opportunities. Such strategies will potentially benefit supervisors as they may indicate ways in which doctoral supervisors as they may indicate ways in which doctoral students can best be encouraged and enabled to make students can best be encouraged and enabled to make ‘learning leaps’ and cross conceptual thresholds, and how ‘learning leaps’ and cross conceptual thresholds, and how supervisors recognise when this is about to occur or has supervisors recognise when this is about to occur or has occurred. So far this is a very rich experience; interesting occurred. So far this is a very rich experience; interesting findings are emerging as the research progresses and the findings are emerging as the research progresses and the results should inform the development of resources and results should inform the development of resources and prove useful to the sector.prove useful to the sector.

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Summary: Summary: Please consider Please consider What does conceptual threshold crossing at postgraduate What does conceptual threshold crossing at postgraduate

level look like?level look like? How is the conceptual level of work evidenced? What is How is the conceptual level of work evidenced? What is

the evidence of conceptual threshold crossing and the the evidence of conceptual threshold crossing and the articulation and actioning of threshold concepts? articulation and actioning of threshold concepts?

What do you do? What can we do? What can the student What do you do? What can we do? What can the student do? What can the institution do? To enabledo? What can the institution do? To enable conceptual conceptual critical and critical and creative enoughcreative enough

Postgraduate research work and thesis completion, and the Postgraduate research work and thesis completion, and the development of competent enlightened enough development of competent enlightened enough researchers?researchers?

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Kiley, M., & Mullins, G. (2006). Opening the black box: How examiners assess your thesis. In C. Denholm & T. Kiley, M., & Mullins, G. (2006). Opening the black box: How examiners assess your thesis. In C. Denholm & T. Evans (Eds.), Evans (Eds.), Doctorates downunder: Keys to successful doctoral study in Australia and New ZealandDoctorates downunder: Keys to successful doctoral study in Australia and New Zealand (pp. 200- (pp. 200-207). Melbourne: ACER.examiners approach the assessment of research theses. 207). Melbourne: ACER.examiners approach the assessment of research theses. International Journal of International Journal of

Kiley, M., & Wisker, G. (2008, June 2008). Kiley, M., & Wisker, G. (2008, June 2008). “Now you see it, now you don’t”: Identifying and supporting the “Now you see it, now you don’t”: Identifying and supporting the achievement of doctoral work which embraces threshold concepts and crosses conceptual thresholds.achievement of doctoral work which embraces threshold concepts and crosses conceptual thresholds. Paper Paper presented at the Threshold concepts: From theory to practice, Queen's University, Kingston Ontario Canada.presented at the Threshold concepts: From theory to practice, Queen's University, Kingston Ontario Canada.

Kiley, M., & Wisker, G. (Submitted for publication). Threshold concepts in research education and evidence of Kiley, M., & Wisker, G. (Submitted for publication). Threshold concepts in research education and evidence of threshold crossing. threshold crossing. Higher Education Research and DevelopmentHigher Education Research and Development ..

Mullins, G., & Kiley, M. (2002). 'It's a PhD, not a Nobel Prize': How experienced examiners assess research theses. Mullins, G., & Kiley, M. (2002). 'It's a PhD, not a Nobel Prize': How experienced examiners assess research theses. Studies in Higher Education, 27Studies in Higher Education, 27(4), 369-386(4), 369-386

Wisker,G, Morris,C, Warnes, M, ,Lilly,J (2009 in press) ‘Doctoral learning journeys’ in Wisker,G, Morris,C, Warnes, M, ,Lilly,J (2009 in press) ‘Doctoral learning journeys’ in Assessment Learning and Assessment Learning and Teaching journalTeaching journal, Leeds Metropolitan university., Leeds Metropolitan university.

Wisker, G. (2005). Wisker, G. (2005). The good supervisor: Supervising postgraduate and undergraduate research for doctoral The good supervisor: Supervising postgraduate and undergraduate research for doctoral theses and dissertationstheses and dissertations. Basingstoke: Palgrave Macmillan . Basingstoke: Palgrave Macmillan

Wisker, G., Robinson, G., & Kiley, M. (2008). Crossing liminal spaces: Encouraging postgraduate students to Wisker, G., Robinson, G., & Kiley, M. (2008). Crossing liminal spaces: Encouraging postgraduate students to cross conceptual thresholds and achieve threshold concepts in their research. In M. Kiley & G. Mullins (Eds.), cross conceptual thresholds and achieve threshold concepts in their research. In M. Kiley & G. Mullins (Eds.), Quality in postgraduate research: Research education in the new global environment - Part 2: Conference Quality in postgraduate research: Research education in the new global environment - Part 2: Conference ProceedingsProceedings. Canberra: CEDAM, ANU.. Canberra: CEDAM, ANU.

Wisker, G., Robinson, G., Trafford, V., Lilly, J., & Warnes, M. (2004). Wisker, G., Robinson, G., Trafford, V., Lilly, J., & Warnes, M. (2004). Achieving a Doctorate: Meta-learning and Achieving a Doctorate: Meta-learning and Research Development Programmes Supporting Success for International Distance students.Research Development Programmes Supporting Success for International Distance students. Paper presented at Paper presented at the Quality in Postgraduate Research: Re-imaging research education, Adelaide, Australia. the Quality in Postgraduate Research: Re-imaging research education, Adelaide, Australia.

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