Purpose: This paper aims to present journey mapping as a creative practice that can be used to "do doctoral education differently", specifically, in a way that supports the wellbeing of doctoral students and centres students often excluded in post-secondary planning and program development. It understands journey mapping through the lens…

Purpose: Expanding on Harris and Sinclair (2014, p. 5) claim that "the writing of a play is an act of inquiry", this paper aims to consider the joyful entanglements, messiness and friction-led use of creative methods within the context of a PhD in education studies. Design/methodology/approach: Amplifying the voices of both doctoral…

Writing centres in Canada have an important role to play in aiding dissertation writers in the planning and composing of doctoral work. While doctoral writing support may challenge the conventional offerings that are currently provided in more traditional undergraduate writing centre environments, there is nevertheless a demonstrable need for this…

This essay discusses the impact of a diversity and social justice course on the assessment philosophy and practice of an early-career higher education assessment professional. The author, who directs institutional assessment practices at a public 4-year institution in the northeastern United States and is pursuing an online doctorate in higher…

As calls increase to give public affairs doctoral students more agency in their learning, we report on the effects of implementing professional development, self-reflection, and original research into a first-year, first-semester introductory doctoral seminar. Using Scott et al.'s framework, we purposively integrated elements of socialization and…

This paper examines the pedagogies of collaborative doctoral education. Collaborative doctoral studentships link the academy to wider societal concerns and aim to address unease about employability post-PhD. Dominant discourses of collaboration by UK Research and Innovation (UKRI), and its associated research councils, give primacy to importance…

Mentoring programs for education doctoral (EdD) students are unique due to the scholar-practitioner nature of the degree program. This paper utilizes mentor perceptions of a mentoring program in its second year of implementation to inform the design of the mentoring program in the future. Mentors were interviewed to discuss their experiences. Four…

This conceptual paper contributes to a broader perspective on doctoral experience via a synthesis of several crucial concepts during the doctoral journey. The first part discusses the core challenges customarily confronting doctoral scholars due to the distinct PhD genre leading to introducing the main conceptual base. Metacognition, being central…

Literature Review. The Higher Education Policy Institute (2020) report presents a decline in the attraction of Professional Doctorate Education, one that seeks to address the attrition and length of time of completion of traditional doctorates, yet rests on an undertheorised notion of practice. This paper examines the meaning construction at play…

This qualitative study examines cognitive presence in a graduate-level online pedagogy course that introduced students to the Community of Inquiry (CoI) framework. Students wrote weekly reflections that described their own learning and speculated on how they could apply what they learned to create positive online learning environments for future…

In this chapter, the author draws on personal experiences as pedagogical advisor and as a doctoral student, to consider how recognizing voice, family, and vulnerabilities may assist in developing a sense of accountability in academia. Reflecting on the Canadian context of reconciliation, the author considers how moving from an intercultural to an…

The last two decades have witnessed an ongoing effort to re-design the education doctorate to prepare practitioners to conduct research as a key aspect of their practice. As part of the reform, Carnegie Project on the Education Doctorate (CPED) members have tried to ensure the delivery of a relevant practice-based curriculum that prepares…

The purpose of this study was to employ autoethnography as a methodology to examine my doctoral comprehensive exam experience in the context of COVID-19. It was a special period of "isolation squared" with both the take-home exam and the stay-at-home order enforced. Through diary entries, I recorded my complex feelings of overwhelming,…

This braided essay weaves together the reflective journey of a school administrator traversing through a doctoral program during the initial stages of the COVID-19 pandemic while considering her Problem of Practice in the current context of her school, local community, and global society. The ongoing challenges of a rural 3rd-5th consolidated…

This article is a reflection on the journey through the process of my doctoral studies. Published dissertations or research articles are very neat and tidy with no mention of any adversity or struggle. Hence why many doctoral students feel stressed, anxiety, or like quitting when obstacles or roadblocks are encountered. My doctoral program took…