Engaging With Liminalities and Combating Toxicity
A Compassionate Approach to Developing Professional Identities for Phd Students Who Teach
DOI:
https://doi.org/10.14297/jpaap.v6i3.380Keywords:
Compassion, identity, doctoral student, teaching PhD students, academic developmentAbstract
The nascent compassionate turn in education demonstrates the importance of contesting market-driven narratives of Higher Education. A key way to position compassion at the centre of Higher Education is through academic development. Compassion is particularly relevant to the training needs of PhD students who teach; they inhabit a liminal position, as both students and teachers. This is one of many stressors and difficulties they are likely to encounter whilst developing their professional identities, and so they are likely to benefit from a focus on both self-compassion and compassion for their own students. This case study describes a new course for doctoral candidates, ‘Establishing a Teaching Persona’, at a UK university; the training focuses on both compassion and identity to better prepare PhD students for teaching in Higher Education. In doing so, it also offers a consideration of the utility of compassion and identity exploration in academic development for all teaching staff in Higher Education.
References
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doi: https://doi.org/10.1080/07294360.2014.956699
Adsit, J. (2015). Affective activism: Answering institutional productions of precarity in the corporate university. Feminist Formations, 27(3), 21.
Afonso, A. (2014, 11 March) How Academia Resembles a Drug Gang.
doi: https://doi.org/10.1353/ff.2016.0008
Billas. N. (2018) On Becoming a Campus of Compassion. In Gibbs, P. (Ed.), The Pedagogy of Compassion at the Heart of Higher Education. Cham: Springer (428-468)
doi: https://doi.org/10.1007/978-3-319-57783-8_1
Boddington. J. (2018) All Together Now? In Gibbs, P. (Ed.), The Pedagogy of Compassion at the Heart of Higher Education. Cham: Springer (650-685) [online]
doi: https://doi.org/10.1007/978-3-319-57783-8_1
Bothello, J., & Roulet, T. J. (2018). The Imposter Syndrome, or the Mis-Representation of Self in Academic Life. Journal of Management Studies.
doi: https://doi.org/10.1111/joms.12344
Boud, D. (1999). Situating academic development in professional work: Using peer learning. International Journal for Academic Development, 4(1), 3–10.
doi: https://doi.org/10.1080/1360144990040102
Bresciani Ludvik. M. (2018) Learning About Consequences, Community, Creativity and Courage: Cultivating Compassion in Higher Education Leadership. In Gibbs, P. (Ed.), The Pedagogy of Compassion at the Heart of Higher Education. Cham: Springer, pp. 569-529.
Brodin, E. M. (2018). The stifling silence around scholarly creativity in doctoral education: experiences of students and supervisors in four disciplines. Higher Education, 75(4), 655–673.
doi: https://doi.org/10.1007/s10734-017-0168-3
Burge, A., Godinho, M. G., Knottenbelt, M., & Loads, D. (2017). The Senses Framework: Understanding the Professional Development of Postgraduates Who Teach, Journal of Perspectives in Applied Academic Practice, 5(3), 3–11.
doi: https://doi.org/10.14297/jpaap.v5i3.249
Callary, B., Werthner, P., & Trudel, P. (2012). The lived experience of a doctoral student: The process of learning and becoming. The Qualitative Report, 17(43), 1-20.
Carter, S., Kensington-Miller, B., & Courtney, M. (2016). Doctoral Supervision Practice: What’s the Problem and How Can We Help Academics? Journal of Perspectives in Applied Academic Practice, 5(1), 13–22.
doi: https://doi.org/10.14297/jpaap.v5i1.235
Casanave, C. P. (2018). Performing expertise in doctoral dissertations: Thoughts on a fundamental dilemma facing doctoral students and their supervisors. Journal of Second Language Writing.
Chadha, D. (2013). Reconceptualising and reframing graduate teaching assistant (GTA) provision for a research-intensive institution. Teaching in Higher Education, 18(2), 205-217.
doi: https://doi.org/10.1080/13562517.2012.696537
Crigger, N., & Godfrey, N. (2014). From the inside out: A new approach to teaching professional identity formation and professional ethics. Journal of Professional Nursing, 30(5), 376-382.
doi: https://doi.org/10.1016/j.profnurs.2014.03.004
Cuthbert, D., & Molla, T. (2015). PhD crisis discourse: a critical approach to the framing of the problem and some Australian ‘solutions.’ Higher Education, 69(1), 33–53.
doi: https://doi.org/10.1007/s10734-014-9760-y
Denovan, A., & Macaskill, A. (2013). An interpretative phenomenological analysis of stress and coping in first year undergraduates. British Educational Research Journal, 39(6), 1002-1024.
doi: https://doi.org/10.1002/berj.3019
Duke, D. C., & Denicolo, P. M. (2017). What supervisors and universities can do to enhance doctoral student experience (and how they can help themselves). FEMS Microbiology Letters, 364(9), 1–7.
doi: https://doi.org/10.1093/femsle/fnx090
Edwards, M., & Ashkanasy, N. (2018). Emotions and failure in academic life: Normalising the experience and building resilience. Journal of Management & Organization, 24(2), 167-188.
doi: https://doi.org/10.1017/jmo.2018.20
Fisher, R., & Taithe, B. (1998). Developing university teachers: an account of a scheme designed for postgraduate researchers on a lecturing career path. Teaching in Higher Education, 3(1), 37-50.
doi: https://doi.org/10.1080/1356215980030103
Frost, P. J., Dutton, J.E., , Worline, M. C., & Wilson, A. (2000). Narratives of compassion in organizations. In. S. Fineman, (Ed.), Emotions in Organizations (pp. 25–45). California: Sage Publications.
doi: https://doi.org/10.4135/9781446219850.n2
Gibbs. P. (2018) On Becoming a Campus of Compassion. In Gibbs, P. (Ed.), The Pedagogy of Compassion at the Heart of Higher Education. Cham: Springer (21-74) [online]
doi: https://doi.org/10.1007/978-3-319-57783-8_1
Gilbert. T. (2018) When Looking Is Allowed: What Compassionate Group Work Looks Like in a UK University. In Gibbs, P. (Ed.), The Pedagogy of Compassion at the Heart of Higher Education. Cham: Springer (578-621) [online]
doi: https://doi.org/10.1007/978-3-319-57783-8_1
Grady, R. K., La Touche, R., Oslawski-Lopez, J., Powers, A., & Simacek, K. (2014). Betwixt and Between: The Social Position and Stress Experiences of Graduate Students. Teaching Sociology, 42(1), 5–16.
doi: https://doi.org/10.1177/0092055X13502182
Hartley, P. (2011). Learning development in higher education. Basingstoke: Palgrave Macmillan.
doi: https://doi.org/10.1007/978-0-230-36505-6
Hayes, C. (2016). Building care and compassion - introducing Lego Serious Play to HCA education. British Journal of Healthcare Assistants, 10(3), 127–133.
doi: https://doi.org/10.12968/bjha.2016.10.3.127
HESA. (2018). Higher Education Student Statistics 2016/17. Retrieved 20 September, 2018 from https://www.hesa.ac.uk/news/11-01-2018/sfr247-higher-education-student-statistics/numbers
Killick, D. (2015). The Role of the Hidden Curriculum: Institutional Messages of Inclusivity. Journal of Perspectives in Applied Academic Practice, 4(2), 20–24.
doi: https://doi.org/10.14297/jpaap.v4i2.203
Knights, D., & Clarke, C. A. (2014). It’s a bittersweet symphony, this life: Fragile academic selves and insecure identities at work. Organization Studies, 35(3), 335-357.
doi: https://doi.org/10.1177/0170840613508396
MacNell, L., Driscoll, A., & Hunt, A. N. (2015). What’s in a Name: Exposing Gender Bias in Student Ratings of Teaching. Innovative Higher Education, 40(4), 291–303.
doi: https://doi.org/10.1007/s10755-014-9313-4
Maxwell, B. Pursuing the Aim of Compassionate Empathy in Higher Education. In Gibbs, P. (Ed.), The Pedagogy of Compassion at the Heart of Higher Education Cham: Springer (118-167) [online]
doi: https://doi.org/10.1007/978-3-319-57783-8_1
Mowbray, S., & Halse, C. (2010). The purpose of the PhD: Theorising the skills acquired by students. Higher Education Research and Development, 29(6), 653–664.
doi: https://doi.org/10.1080/07294360.2010.487199
Orón Semper, J. V., & Blasco, M. (2018). Revealing the Hidden Curriculum in Higher Education. Studies in Philosophy and Education, 37(5), 481–498.
doi: https://doi.org/10.1007/s11217-018-9608-5
Peabody, M. A., & Noyes, S. (2017). Reflective boot camp: adapting LEGO® SERIOUS PLAY® in higher education. Reflective Practice, 18(2), 232–243.
doi: https://doi.org/10.1080/14623943.2016.1268117
Richardson, T., Elliott, P., Roberts, R., & Jansen, M. (2017). A Longitudinal Study of Financial Difficulties and Mental Health in a National Sample of British Undergraduate Students. Community Mental Health Journal, 53(3), 344–352.
doi: https://doi.org/10.1007/s10597-016-0052-0
Rocha-Singh, I. A. (1994). Perceived stress among graduate students: Development and validation of the graduate stress inventory. Educational and Psychological Measurement, 54(3), 714-727.
doi: https://doi.org/10.1177/0013164494054003018
Sahin. A. (2018) Education as Compassionate Transformation: The Ethical Heart of Islamic Pedagogy. In Gibbs, P. (Ed.), The Pedagogy of Compassion at the Heart of Higher Education. Cham: Springer (389-426) [online]
doi: https://doi.org/10.1007/978-3-319-57783-8_1
Spence, C. (2018). ‘Judgement’ versus ‘metrics’ in higher education management. Higher Education, 1-15.
doi: https://doi.org/10.1007/s10734-018-0300-z
Stubb, J., Pyhältö, K., & Lonka, K. (2011). Balancing between inspiration and exhaustion: PhD students’ experienced socio-psychological well-being. Studies in Continuing Education, 33(1), 33–50.
doi: https://doi.org/10.1080/0158037X.2010.515572
Taylor, P. C. (2011). Counter-storying the grand narrative of science (teacher) education: Towards culturally responsive teaching. Cultural Studies of Science Education, 6(4), 795-801.
doi: https://doi.org/10.1007/s11422-011-9368-9
Truuvert, T. (2014). Enhancing tutorial learning experiences: a programme to develop sessional-tutor teaching skills by raising awareness about learning. Studies in Higher Education, 39(1), 20-33.
doi: https://doi.org/10.1080/03075079.2012.690731
Tseng, W.-C. (2017). An Intervention Using LEGO® SERIOUS PLAY® on Fostering Narrative Identity Among Economically Disadvantaged College Students in Taiwan. Journal of College Student Development, 58(2), 264–282.
doi: https://doi.org/10.1353/csd.2017.0019
UCU. (2018). Precarious Education. Retrieved 20 September, 2018 from https://www.ucu.org.uk/media/9258/Precarious-education-how-much-university-teaching-is-being-delivered-by-hourly-paid-academics-Feb-18/pdf/HP_uni_teaching_March_2018.pdf
Uttl, B., White, C. A., & Gonzalez, D. W. (2017). Meta-analysis of faculty’s teaching effectiveness: Student evaluation of teaching ratings and student learning are not related. Studies in Educational Evaluation, 54, 22–42.
doi: https://doi.org/10.1016/j.stueduc.2016.08.007
Wagner, N., Rieger, M., & Voorvelt, K. (2016). Gender, ethnicity and teaching evaluations: Evidence from mixed teaching teams. Economics of Education Review, 54, 79–94.
doi: https://doi.org/10.1016/j.econedurev.2016.06.004
Waddington, K. (2016). The compassion gap in UK universities. International Practice Development Journal, 6(1). https://www.fons.org/Resources/Documents/Journal/Vol6No1/IPDJ_0601_10.pdf
Waddington, K (2018) Creating Conditions for Compassion. In Gibbs, P. (Ed.), The Pedagogy of Compassion at the Heart of Higher Education. Cham: Springer (168-227) [online]
doi: https://doi.org/10.1007/978-3-319-57783-8_1
White. R. (2018) Compassion in Philosophy and Education. In Gibbs, P. (Ed.), The Pedagogy of Compassion at the Heart of Higher Education. Cham: Springer (75-117) [online]
doi: https://doi.org/10.1007/978-3-319-57783-8_1
Zembylas. M. (2018) In Search of Critical and Strategic Pedagogies of Compassion: Interrogating Pity and Sentimentality in Higher Education. In Gibbs, P. (Ed.), The Pedagogy of Compassion at the Heart of Higher Education. Cham: Springer (530-577) [online]
doi: https://doi.org/10.1007/978-3-319-57783-8_1
Zheng, R. (2018). Precarity is a feminist issue: Gender and contingent labor in the academy. Hypatia, 33(2), 235-255.
doi: https://doi.org/10.1111/hypa.12401
doi: https://doi.org/10.1080/07294360.2014.956699
Adsit, J. (2015). Affective activism: Answering institutional productions of precarity in the corporate university. Feminist Formations, 27(3), 21.
Afonso, A. (2014, 11 March) How Academia Resembles a Drug Gang.
doi: https://doi.org/10.1353/ff.2016.0008
Billas. N. (2018) On Becoming a Campus of Compassion. In Gibbs, P. (Ed.), The Pedagogy of Compassion at the Heart of Higher Education. Cham: Springer (428-468)
doi: https://doi.org/10.1007/978-3-319-57783-8_1
Boddington. J. (2018) All Together Now? In Gibbs, P. (Ed.), The Pedagogy of Compassion at the Heart of Higher Education. Cham: Springer (650-685) [online]
doi: https://doi.org/10.1007/978-3-319-57783-8_1
Bothello, J., & Roulet, T. J. (2018). The Imposter Syndrome, or the Mis-Representation of Self in Academic Life. Journal of Management Studies.
doi: https://doi.org/10.1111/joms.12344
Boud, D. (1999). Situating academic development in professional work: Using peer learning. International Journal for Academic Development, 4(1), 3–10.
doi: https://doi.org/10.1080/1360144990040102
Bresciani Ludvik. M. (2018) Learning About Consequences, Community, Creativity and Courage: Cultivating Compassion in Higher Education Leadership. In Gibbs, P. (Ed.), The Pedagogy of Compassion at the Heart of Higher Education. Cham: Springer, pp. 569-529.
Brodin, E. M. (2018). The stifling silence around scholarly creativity in doctoral education: experiences of students and supervisors in four disciplines. Higher Education, 75(4), 655–673.
doi: https://doi.org/10.1007/s10734-017-0168-3
Burge, A., Godinho, M. G., Knottenbelt, M., & Loads, D. (2017). The Senses Framework: Understanding the Professional Development of Postgraduates Who Teach, Journal of Perspectives in Applied Academic Practice, 5(3), 3–11.
doi: https://doi.org/10.14297/jpaap.v5i3.249
Callary, B., Werthner, P., & Trudel, P. (2012). The lived experience of a doctoral student: The process of learning and becoming. The Qualitative Report, 17(43), 1-20.
Carter, S., Kensington-Miller, B., & Courtney, M. (2016). Doctoral Supervision Practice: What’s the Problem and How Can We Help Academics? Journal of Perspectives in Applied Academic Practice, 5(1), 13–22.
doi: https://doi.org/10.14297/jpaap.v5i1.235
Casanave, C. P. (2018). Performing expertise in doctoral dissertations: Thoughts on a fundamental dilemma facing doctoral students and their supervisors. Journal of Second Language Writing.
Chadha, D. (2013). Reconceptualising and reframing graduate teaching assistant (GTA) provision for a research-intensive institution. Teaching in Higher Education, 18(2), 205-217.
doi: https://doi.org/10.1080/13562517.2012.696537
Crigger, N., & Godfrey, N. (2014). From the inside out: A new approach to teaching professional identity formation and professional ethics. Journal of Professional Nursing, 30(5), 376-382.
doi: https://doi.org/10.1016/j.profnurs.2014.03.004
Cuthbert, D., & Molla, T. (2015). PhD crisis discourse: a critical approach to the framing of the problem and some Australian ‘solutions.’ Higher Education, 69(1), 33–53.
doi: https://doi.org/10.1007/s10734-014-9760-y
Denovan, A., & Macaskill, A. (2013). An interpretative phenomenological analysis of stress and coping in first year undergraduates. British Educational Research Journal, 39(6), 1002-1024.
doi: https://doi.org/10.1002/berj.3019
Duke, D. C., & Denicolo, P. M. (2017). What supervisors and universities can do to enhance doctoral student experience (and how they can help themselves). FEMS Microbiology Letters, 364(9), 1–7.
doi: https://doi.org/10.1093/femsle/fnx090
Edwards, M., & Ashkanasy, N. (2018). Emotions and failure in academic life: Normalising the experience and building resilience. Journal of Management & Organization, 24(2), 167-188.
doi: https://doi.org/10.1017/jmo.2018.20
Fisher, R., & Taithe, B. (1998). Developing university teachers: an account of a scheme designed for postgraduate researchers on a lecturing career path. Teaching in Higher Education, 3(1), 37-50.
doi: https://doi.org/10.1080/1356215980030103
Frost, P. J., Dutton, J.E., , Worline, M. C., & Wilson, A. (2000). Narratives of compassion in organizations. In. S. Fineman, (Ed.), Emotions in Organizations (pp. 25–45). California: Sage Publications.
doi: https://doi.org/10.4135/9781446219850.n2
Gibbs. P. (2018) On Becoming a Campus of Compassion. In Gibbs, P. (Ed.), The Pedagogy of Compassion at the Heart of Higher Education. Cham: Springer (21-74) [online]
doi: https://doi.org/10.1007/978-3-319-57783-8_1
Gilbert. T. (2018) When Looking Is Allowed: What Compassionate Group Work Looks Like in a UK University. In Gibbs, P. (Ed.), The Pedagogy of Compassion at the Heart of Higher Education. Cham: Springer (578-621) [online]
doi: https://doi.org/10.1007/978-3-319-57783-8_1
Grady, R. K., La Touche, R., Oslawski-Lopez, J., Powers, A., & Simacek, K. (2014). Betwixt and Between: The Social Position and Stress Experiences of Graduate Students. Teaching Sociology, 42(1), 5–16.
doi: https://doi.org/10.1177/0092055X13502182
Hartley, P. (2011). Learning development in higher education. Basingstoke: Palgrave Macmillan.
doi: https://doi.org/10.1007/978-0-230-36505-6
Hayes, C. (2016). Building care and compassion - introducing Lego Serious Play to HCA education. British Journal of Healthcare Assistants, 10(3), 127–133.
doi: https://doi.org/10.12968/bjha.2016.10.3.127
HESA. (2018). Higher Education Student Statistics 2016/17. Retrieved 20 September, 2018 from https://www.hesa.ac.uk/news/11-01-2018/sfr247-higher-education-student-statistics/numbers
Killick, D. (2015). The Role of the Hidden Curriculum: Institutional Messages of Inclusivity. Journal of Perspectives in Applied Academic Practice, 4(2), 20–24.
doi: https://doi.org/10.14297/jpaap.v4i2.203
Knights, D., & Clarke, C. A. (2014). It’s a bittersweet symphony, this life: Fragile academic selves and insecure identities at work. Organization Studies, 35(3), 335-357.
doi: https://doi.org/10.1177/0170840613508396
MacNell, L., Driscoll, A., & Hunt, A. N. (2015). What’s in a Name: Exposing Gender Bias in Student Ratings of Teaching. Innovative Higher Education, 40(4), 291–303.
doi: https://doi.org/10.1007/s10755-014-9313-4
Maxwell, B. Pursuing the Aim of Compassionate Empathy in Higher Education. In Gibbs, P. (Ed.), The Pedagogy of Compassion at the Heart of Higher Education Cham: Springer (118-167) [online]
doi: https://doi.org/10.1007/978-3-319-57783-8_1
Mowbray, S., & Halse, C. (2010). The purpose of the PhD: Theorising the skills acquired by students. Higher Education Research and Development, 29(6), 653–664.
doi: https://doi.org/10.1080/07294360.2010.487199
Orón Semper, J. V., & Blasco, M. (2018). Revealing the Hidden Curriculum in Higher Education. Studies in Philosophy and Education, 37(5), 481–498.
doi: https://doi.org/10.1007/s11217-018-9608-5
Peabody, M. A., & Noyes, S. (2017). Reflective boot camp: adapting LEGO® SERIOUS PLAY® in higher education. Reflective Practice, 18(2), 232–243.
doi: https://doi.org/10.1080/14623943.2016.1268117
Richardson, T., Elliott, P., Roberts, R., & Jansen, M. (2017). A Longitudinal Study of Financial Difficulties and Mental Health in a National Sample of British Undergraduate Students. Community Mental Health Journal, 53(3), 344–352.
doi: https://doi.org/10.1007/s10597-016-0052-0
Rocha-Singh, I. A. (1994). Perceived stress among graduate students: Development and validation of the graduate stress inventory. Educational and Psychological Measurement, 54(3), 714-727.
doi: https://doi.org/10.1177/0013164494054003018
Sahin. A. (2018) Education as Compassionate Transformation: The Ethical Heart of Islamic Pedagogy. In Gibbs, P. (Ed.), The Pedagogy of Compassion at the Heart of Higher Education. Cham: Springer (389-426) [online]
doi: https://doi.org/10.1007/978-3-319-57783-8_1
Spence, C. (2018). ‘Judgement’ versus ‘metrics’ in higher education management. Higher Education, 1-15.
doi: https://doi.org/10.1007/s10734-018-0300-z
Stubb, J., Pyhältö, K., & Lonka, K. (2011). Balancing between inspiration and exhaustion: PhD students’ experienced socio-psychological well-being. Studies in Continuing Education, 33(1), 33–50.
doi: https://doi.org/10.1080/0158037X.2010.515572
Taylor, P. C. (2011). Counter-storying the grand narrative of science (teacher) education: Towards culturally responsive teaching. Cultural Studies of Science Education, 6(4), 795-801.
doi: https://doi.org/10.1007/s11422-011-9368-9
Truuvert, T. (2014). Enhancing tutorial learning experiences: a programme to develop sessional-tutor teaching skills by raising awareness about learning. Studies in Higher Education, 39(1), 20-33.
doi: https://doi.org/10.1080/03075079.2012.690731
Tseng, W.-C. (2017). An Intervention Using LEGO® SERIOUS PLAY® on Fostering Narrative Identity Among Economically Disadvantaged College Students in Taiwan. Journal of College Student Development, 58(2), 264–282.
doi: https://doi.org/10.1353/csd.2017.0019
UCU. (2018). Precarious Education. Retrieved 20 September, 2018 from https://www.ucu.org.uk/media/9258/Precarious-education-how-much-university-teaching-is-being-delivered-by-hourly-paid-academics-Feb-18/pdf/HP_uni_teaching_March_2018.pdf
Uttl, B., White, C. A., & Gonzalez, D. W. (2017). Meta-analysis of faculty’s teaching effectiveness: Student evaluation of teaching ratings and student learning are not related. Studies in Educational Evaluation, 54, 22–42.
doi: https://doi.org/10.1016/j.stueduc.2016.08.007
Wagner, N., Rieger, M., & Voorvelt, K. (2016). Gender, ethnicity and teaching evaluations: Evidence from mixed teaching teams. Economics of Education Review, 54, 79–94.
doi: https://doi.org/10.1016/j.econedurev.2016.06.004
Waddington, K. (2016). The compassion gap in UK universities. International Practice Development Journal, 6(1). https://www.fons.org/Resources/Documents/Journal/Vol6No1/IPDJ_0601_10.pdf
Waddington, K (2018) Creating Conditions for Compassion. In Gibbs, P. (Ed.), The Pedagogy of Compassion at the Heart of Higher Education. Cham: Springer (168-227) [online]
doi: https://doi.org/10.1007/978-3-319-57783-8_1
White. R. (2018) Compassion in Philosophy and Education. In Gibbs, P. (Ed.), The Pedagogy of Compassion at the Heart of Higher Education. Cham: Springer (75-117) [online]
doi: https://doi.org/10.1007/978-3-319-57783-8_1
Zembylas. M. (2018) In Search of Critical and Strategic Pedagogies of Compassion: Interrogating Pity and Sentimentality in Higher Education. In Gibbs, P. (Ed.), The Pedagogy of Compassion at the Heart of Higher Education. Cham: Springer (530-577) [online]
doi: https://doi.org/10.1007/978-3-319-57783-8_1
Zheng, R. (2018). Precarity is a feminist issue: Gender and contingent labor in the academy. Hypatia, 33(2), 235-255.
doi: https://doi.org/10.1111/hypa.12401
Published
2018-10-01
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Case Studies
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