Abstract

What were the motivational factors and influences throughout the higher degree study process that enabled a full time academic to overcome professional and personal obstacles and complete their research degree? The aim of this paper is to reflect upon the first of a three-stage process of Higher degree research transformational learning and teaching that emerged during the learning journey of an academic who was also a student. This paper provides a reflective overview, supported, informed, and guided by literature and educational theories, of how the process emerged and was adjusted to turn challenges into successes. It will address the impact of first impressions from the author about the HDR journey, perception of supervisors’ views, external influences and advice that were used to jump over hurdles, scaffold learning and achieve milestones which ultimately led to completion of a research degree while the student was working full time. This reflective practice research is a work in progress.

Published in: London International Conference on Education (LICE-2020)

  • Date of Conference: 23-25 November 2020
  • DOI: 10.2053/LICE.2020.0033
  • ISBN: 978-1-913572-22-8
  • Conference Location: London, UK