A personal reflection on doctoral student progression during the COVID-19 pandemic

Authors

  • Nomathemba Ndlovu Flinders University

DOI:

https://doi.org/10.47408/jldhe.vi22.754

Keywords:

doctoral student progression, Covid-19

References

Ali, A. and Kohun, F. (2007) ‘Dealing with social isolation to minimise doctoral attrition: a four stage framework’. International Journal of Doctoral Studies, 2, pp.33-49. Available at: https://doi.org/10.28945/56 (Accessed: 20 October 2021).

Boone, S.C., De Charon, L., Hill, M., Preiss, A., Ritter-Williams, D. and Young, E. (2020) ‘Doctoral student persistence and progression: a programme assessment’, Journal of Applied Research in Higher Education, 12(4) pp.753-765. Available at: https://doi.org/10.1108/JARHE-07-2019-0192 (Accessed: 20 October 2021).

Brabazon, T. (2017) ‘5 minutes to hell. Time to tell the truth. The disintermediated doctoral student’, Fast Capitalism, 14(1). Available at: http://dx.doi.org/10.32855/fcapital.201701.014 (Accessed: 20 October 2021).

Buckley, C.A., Saetnan, E.R., Gerber, A., Cheetham, J., Price, T.A.R., Kenyani, J. and Greaves, A.M. (2021) ‘Impact of writing workshops on doctoral student wellness’, Journal of Learning Development in Higher Education, 20 pp.1-24. Available at: https://doi.org/10.47408/jldhe.vi20.593 (Accessed: 1 June 2021).

Gibbs, G. (1988) Learning by doing: a guide to teaching and learning methods. Further Education Unit. Oxford Polytechnic: Oxford.

Hamza, C.A., Ewing, L., Heath, N.L. and Goldstein, A.L. (2020) ‘When social isolation is nothing new: a longitudinal study psychological distress during Covid-19 among university students with and without pre-existing mental health concerns’, Canadian Psychology, 62(1), pp.20–30. Available at: https://psycnet.apa.org/doi/10.1037/cap0000255 (Accessed: 20 October 2021).

Rahiem, M.D.H. (2021) ‘Remaining motivated despite the limitations: university students' learning propensity during the Covid-19 pandemic, Children and Youth Services Review, 120, pp.1-14. Available at: https://doi.org/10.1016/j.childyouth.2020.105802 (Accessed: 1 June 2021).

Ryan, R.M. and Deci, E.L. (2000) ‘Self-Determination Theory and the facilitation of intrinsic motivation, social development and well-being’, American Psychological Association. 55(1) pp.68-78. Available at: https://psycnet.apa.org/doi/10.1037/0003-066X.55.1.68 (Accessed: 20 October 2021).

Schulz, B. (2020) ‘Could pandemic permanently change Las Vegas convention industry’. Las Vegas Review-Journal. Available at: https://www.reviewjournal.com/business/conventions/could-pandemic-permanently-change-las-vegas-convention-industry-2063185/ (Accessed: 20 October 2021).

Taru, J. (2020) Digital tragedy: doing online teaching in Zimbabwe during the pandemic. Available at: https://www.coronatimes.net/digital-tragedy-zimbabwe-pandemic/ (Accessed: 1 June 2021).

Watermeyer. R., Crick, T., Knight, C and Goodall, J. (2021) ‘Covid-19 and digital disruption in UK universities: afflictions and affordances of emergency online migration’, Higher Education, 81, pp.623–641. Available at: https://doi.org/10.1007/s10734-020-00561-y (Accessed: 1 June 2021).

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Published

26-10-2021

How to Cite

Ndlovu, N. (2021) “A personal reflection on doctoral student progression during the COVID-19 pandemic”, Journal of Learning Development in Higher Education, (22). doi: 10.47408/jldhe.vi22.754.

Issue

No. 22 (2021): Special Edition, Compendium of Innovative Practice: Learning Development in a Time of Disruption

Section

Responding to the needs of doctoral researchers

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