Reconceptualizing doctoral students’ journeyings: Possibilities for profound happiness?

Adams, 2018, A narrative study of the experience of feedback on a professional doctorate: ‘A kind of flowing conversation’, Studies in Continuing Education Angervall, 2018, The exploitation of academic work: Women in teaching at Swedish universities, Higher Education Policy, 31, 1, 10.1057/s41307-017-0041-0 Boud, 2005, ‘Peer learning’ as pedagogic discourse for research education, Studies in Higher Education, 30, 501, 10.1080/03075070500249138 Bourner, 2001, Professional doctorates in England, Studies in Higher Education, 26, 65, 10.1080/03075070124819 Brown, 2011, The march of the market, 11 Bullough, 2014, Higher education and the neoliberal threat: Place, fast time, and identity, Journal of Thought, 48, 13 Childers, 2013, The materiality of fieldwork: An ontology of feminist becoming, International Journal of Qualitative Studies in Education, 26, 599, 10.1080/09518398.2013.786845 Clisby, 2017, Gendering happiness and its discontents, Journal of Gender Studies, 26, 2, 10.1080/09589236.2017.1273362 Economic, Social and Research Council (ESRC), 2015 Elwick, 2017, Happiness in higher education, Higher Education Quarterly, 71, 204, 10.1111/hequ.12121 Furedi, 2011, Introduction to the marketisation of higher education and the student as consumer, 1 Gibbs, 2015, Happiness and education: Troubling students for their own contentment, Time & Society, 24, 54, 10.1177/0961463X14561780 Gibbs, 2017, Should contentment be a key aim in higher education?, Educational Philosophy and Theory, 49, 242, 10.1080/00131857.2016.1214898 Giddens, 1991 Gregory, 1995, Imaginative geographies, Progress in Human Geography, 19, 447, 10.1177/030913259501900402 Henkel, 2000 Higher Education Academy (HEA), 2017 Higher Education Academy (HEA), 2018 hooks, 2003 Jardine, 2013, Time is (not) always running out, Journal of the American Association for the Advancement of Curriculum Studies, 9, 1 Kehm, 2007, Quo vadis doctoral education? New European approaches in the context of global changes, European Journal of Education, 42, 307, 10.1111/j.1465-3435.2007.00308.x Lenz Taguchi, 2016, The concept as method: Tracing and mapping the problem of the neuro(n) in the field of education, Cultural Studies Critical Methodologies, 16, 213, 10.1177/1532708616634726 Loxley, 2012, The role of the professional doctorate in Ireland from the student perspective, Studies in Higher Education, 37, 3, 10.1080/03075079.2010.489148 Mannay, 2010, Making the familiar strange: Can visual research methods render the familiar setting more perceptible?, Qualitative Research, 10, 91, 10.1177/1468794109348684 Mantai, 2017, Feeling like a researcher: Experiences of early doctoral students in Australia, Studies in Higher Education, 42, 636 Massey, 2005 McAlpine, 2009, Identity and agency: Pleasures and collegiality among the challenges of the doctoral journey, Studies in Continuing Education, 31, 109, 10.1080/01580370902927378 McAlpine, 2012, Imagined and emerging career patterns: Perceptions of doctoral students and research staff, Journal of Further and Higher Education, 36, 535, 10.1080/0309877X.2011.643777 McAlpine, 2010, Living and imagining academic identities, 129 McAlpine, 2012, ‘Untold’ doctoral stories: Can we move beyond cultural narratives of neglect?, Higher Education Research & Development, 31, 511, 10.1080/07294360.2011.559199 Mellors-Bourne, 2016 Nixon, 2016, Her majesty the student: Marketised higher education and the narcissistic (dis)satisfactions of the student-consumer, Studies in Higher Education, 43, 927, 10.1080/03075079.2016.1196353 Oliver, 2017, Doctoral students’ engagement with institutional research cultures: Expectations and experiences, Paper presented at society for research in higher education annual conference Pauwels, 2010, Visual sociology reframed: An analytical synthesis and discussion of visual methods in social and cultural research, Sociological Methods & Research, 38, 545, 10.1177/0049124110366233 Povey, 2016, Making time to make meaning: An embodied approach to learning Quality Assurance Agency for Higher Education (QAA), 2012 Quinn, 2003, The dynamics of the protected space: Spatial concepts and women students, British Journal of Sociology of Education, 24, 449, 10.1080/01425690301924 Roberts, 2013, Happiness, despair and education, Studies in Philosophy and Education; an International Journal, 32, 463 Rose, 2016 Rose, 1993 Schlesinger, 2017, Sticking with your university: The importance of satisfaction, trust, image, and shared values, Studies in Higher Education, 42, 2178, 10.1080/03075079.2015.1136613 Taylor, 2012, Student engagement, practice architectures and phronesis-praxis in the Student Transitions and Experiences Project, Journal of Applied Research in Higher Education, 4, 109, 10.1108/17581181211273066 Taylor, 2013, Objects, bodies and space: Gender and embodied practices of mattering in the classroom, Gender and Education, 25, 688, 10.1080/09540253.2013.834864 Taylor, 2018, What can bodies do? En/gendering body-space choreographies of stillness, movement and flow in post-16 pedagogic encounters, International Journal of Educational Research, 88, 156, 10.1016/j.ijer.2018.02.001 Turner, 2015 Ulmer, 2017, Writing slow ontology, Qualitative Inquiry, 23, 201, 10.1177/1077800416643994 Vacchelli, 2018, Embodiment in qualitative research: Collage making with migrant, refugee and asylum seeking women, Qualitative Research, 18, 171, 10.1177/1468794117708008 Watkins, 2015, Spatial imaginaries research in geography: Synergies, tensions, and new directions, Geography Compass, 9, 508, 10.1111/gec3.12228 Wellington, 2006, ‘A doctorate in a tight compartment’: Why do students choose a professional doctorate and what impact does it have on their personal and professional lives?, Studies in Higher Education, 31, 723, 10.1080/03075070601004358 Wenger, 1998 Zeng, 2013, Measuring the research experience of research postgraduate students in Hong Kong, Higher Education Research & Development, 32, 672, 10.1080/07294360.2012.754410