PhD Media: Community, Connection and Communication through Disintermediated Platforms

Authors

  • Tara Brabazon Dean of Graduate Research, Flinders University, Australia

DOI:

https://doi.org/10.23918/ijsses.v7i2p13

Keywords:

Doctoral Studies, Higher Degree Studies, Higher Education Studies, Media Studies, Phd Media

Abstract

 The term PhD Media activates action. It is an enabling phrase, concept and trope. As a subset of Media Studies and building relationships with higher education studies, this post-disciplinary article deploys learning-led research to align community, communication and connection. An array of proxies – such as attrition, long candidatures and rescue supervisions – are used to illustrate that ineffective and concerning practices are emerging in doctoral education. Yet each student fears, concerns and failures are individualized. Their problems are atomized. This means that for generation after generation, cohort after cohort, expansive institutional issues emerging in international higher degrees are sliced away from educational structures and land on an individual and their personal responsibilities, feeding the deficit model of teaching and learning. Media hold a role in such a process. Media are andragogical. They teach viewers and listeners about normative truths and expectations. This article uses the andragogical capacity of visual media to build a 3C model of doctoral education: community, communication and connection.

References

Bengtsen, S., & Barnett, R. (2016). Confronting the dark side of higher education. Journal of Philosophy of Education 51 (1), 114-131.

Block, D. (2019). Post-truth and political discourse. Gewerbestrasse: Palgrave.

Brabazon, T. (2018). The deficit doctorate: Multimodal solutions to enable differentiated learning. International Journal of Social Sciences and Educational Studies, 4(5), 52-70.

Brabazon, T. (2019). Memories of the future: Post-Steve Redhead, cultural studies and theory for a still-born century,” from Redhead, S., The End-of-the-century party (second edition). Manchester: Manchester University Press.

Buller, J. (2013). Positive academic leadership: How to stop putting out fires and start making a difference. San Francisco: Jossey-Bass.

Brew, A., & Saunders, C. (2020). Making sense of research-based learning in teacher education,” Teaching and Teacher Education, 87, 1-11.

Christensen, M., & Jansson, A. (2015). Cosmopolitanism and the media: Cartographies of change. Houndmills: Palgrave.

Colet, N. (2017). From content-centred to learning-centred approaches: shifting educational paradigm in higher education. Journal of Educational Administration and History, 49(1), 72-86.

Durette, B., Fournier, M., & Lafon, M. (2014). The core competencies of PhDs, Studies in Higher Education, Volume: 1-26

Gardner, S., & Mendoza, P. eds. (2010). On becoming a scholar: Socialization and development of doctoral education. Sterling: Stylus.

Google (2020). “When I did my PhD,” Google Search. February 17: https://google.com/search?rlz=1C1SQJL_enAU860AU867&biw=1536&bih=754&sxsrf=ACYBGNQRU1WICNBpgbiraNmgSEB55HFkcQ%3A1581874171226&ei=-3tJXtOsDc2vyAPa7LawDQ&q=%22When+I+did+my+PhD%22&oq=%22When+I+did+my+PhD%22&gs_l=psy-ab.3..0i22i30l2.9206.12074..12744…0.1..0.222.421.0j1j1……0….1..gw

swiz…….0i71j35i39.HbDYp21KSGg&ved=0ahUKEwiTlrjAzNbnAhXNF3IKHVq2DdY4ChDh1QMICw&uact=5

Hartmann, E. (2019). The future of universities in a global risk society. Globalizations, 16(5), 717-738.

Koivunen, A., Kyrola, K., & Ryberg, I. (2018). The power of vulnerability: Mobilising affect in feminist, queer and anti-racist media culture. Manchester: Manchester University Press.

Levecque, K., Anseel, F., De Beuckelaer, A., Van der Heyden, J., & Gisle, L. (2017). Work organization and mental health problems in PhD students. Research Policy, 46(4), 868-879.

New London Group. (2000). A pedagogy of multiliteracies: designing social futures, from B. Cope and M. Kalantzis (ed.), Multiliteracies: Literacy learning and the design of social futures, South Yarra: Macmillan.

Office of Graduate Research Channel (2020) YouTube: https://youtube.com/channel/UCwdaNGhdSAwzdztgLTqyhgA?view_as=subscriber

Raymen, T., & Smith, O. (2019). Deviant Leisure: A Critical Criminological Perspective for the Twenty-First Century, Critical Criminology, 27(1), 115-130.

Redhead, S. (2017). Day in, day out: pop goes the city. Palgrave Communications. DOI: 10.1057: https://nature.com/articles/palcomms201736

Sharma, A. (2016). STEM-fication of Education: The Zombie Reform Strikes Again. Journal for Activist Science and Technology Education. 7(1). https://jps.library.utoronto.ca/index.php/jaste/article/view/26826

Stanley, D. (2019). Alternative universities: Speculative design for innovation in higher education. Baltimore: Johns Hopkins University.

Thesis Whisperer. (2020). Blog: https://thesiswhisperer.com/

Thomson, P. (2020). Patter: https://patthomson.net/

Whelan, A., Walker, R., & Moore, C. (2013). Zombies in the academy: Living death in higher education. Bristol: Intellect.

Zizek, S. (2014). Trouble in paradise: From the end of history to the end of capitalism. London: Allen Lane.

Downloads

Published

01.06.2020

Issue

Section

Articles

How to Cite

Brabazon, T. (2020). PhD Media: Community, Connection and Communication through Disintermediated Platforms. International Journal of Social Sciences & Educational Studies, 7(2), 13-28. https://doi.org/10.23918/ijsses.v7i2p13

Most read articles by the same author(s)

1 2 > >> 

Similar Articles

1-10 of 506

You may also start an advanced similarity search for this article.