Assembling the complexity of emerging knowledge the PhD Parallel Progress Pyramid (P4)

Abstract

Theorising doctoral learning/writing is generally within the purview of academics and professional theorists [1–5]. This paper seeks to give voice to an International Higher Degree Research candidate in Information Technology, highlighting an entirely unique perspective on learning and experiences in the PhD. It draws on the disciplinary field to illustrate a ‘software-based approach’ to undertaking PhD tasks in seeking to make sense of emergent learning. The candidate‘s co-author (drawing on practice theory-oriented perspectives on learning [6, 7]) highlights how differently this thinking is from predominant learning theories. The paper concludes that ‘amateur’ [8] insights can inform and contribute to doctoral pedagogy in researcher development, through providing a new language for talking to and possibly new methodologies for learning, for both international and science-based candidates, about their progress.