Disciplinarity Issues in Educational Technology Doctoral Supervision

Abstract

Interdisciplinary approaches to doctoral education have been identified as a route towards enhancing research capacity to address pressing technical and socio-technological challenges. Increasingly, technological supports for part-time, distance, and flexible access to doctoral programmes are bringing together international groups of supervisors and students. Doctoral programmes in the field of educational technology often include academic staff and doctoral candidates from a fairly wide range of originating undergraduate and graduate disciplines. While technologies provide these diverse, dispersed doctoral students and their supervisors with digital connectivity, theoretical continuity remains a challenge for both new and established contributors to the field. This chapter reports results of a grounded theory informed study of doctoral supervisors’ experiences in dealing with disciplinary issues in educational technology. Resultant supervisory challenges and practices are reported. We posit a conceptual framework for examining perspectives on disciplinarity within educational technology and present an argument that the field provides fertile trans-disciplinary ground for represented disciplines to influence and potentially be reoriented by others. Trans-disciplinary reorientation provides a promising avenue towards developing shared discourses and theoretical underpinnings for at least broadly uniting the field and could make a substantive contribution to resolving persistent concerns in educational technology doctoral supervision and perhaps beyond.

Citation

Parchoma, G. and Keefer, J.M. (2016), "Disciplinarity Issues in Educational Technology Doctoral Supervision", Emerging Directions in Doctoral Education (Innovations in Higher Education Teaching and Learning, Vol. 6), Emerald Group Publishing Limited, Leeds, pp. 89-109. https://doi.org/10.1108/S2055-364120160000006013