Thesis successfully defended on 25th Feb 2020, pass with minor corrections.
Now for the next chapter…
Thesis successfully defended on 25th Feb 2020, pass with minor corrections.
Now for the next chapter…
So Friday is the big day – taking my soft-bound document to Durham to hand it in. I thought I would share a few things that I have learnt at this stage of the process:
All I need to do on Friday is get to the right place to hand it in with the appropriately completed forms and the requisite number of softbound copies…
And the small matter of the Viva.
Following a little bit of a hiatus over the summer what with it being summer and holidays and some other stuff, I last wrote I think with the intention of submitting a full draft to my supervisors for review end June. I started calling it my final draft and then reflected that that was unlikely 🙂 and somewhat over optimistic. So I completed a full draft and submitted it in the form of individual chapters via drop box to my supervisors mid-July (two weeks late). I thought that I should leave it alone then until I got feedback, otherwise it would be tricky to respond to the feedback. That transpired to be a pretty long break (two months) as I got the feedback I’d been waiting for mid-September.
The verdict was very promising. I had been wondering if feedback was delayed because there was so much of it (because my work was so bad) …so it was nice to find that that wasn’t the case. Much of the work that is needed now is about splitting up chapters and reordering content, adding more explanation in places, putting raw data in appendices, making more of contributions to knowledge, stuff like that.
In my supervision meeting today, we went through the feedback chapter by chapter and agreed I would aim to submit mid-November.
We discussed external and internal examiners .
So I have another (maybe final!) pass to do incorporating feedback from both supervisors and will send them it chapter by chapter as I go. I need to count the days I have available to dedicate to this work between now and mid November just to check this plan is feasible but it looks like I may be on my way.
75th anniversary of the D Day landings today hence the WW2 propaganda poster!
I met Julie alone today as Nicola was away. Since our last meeting I had sent Julie and Nicola drafts of my method and methodology chapters and managed to squeeze out a final chapter too. I’d had email feedback and pencil notes on hard copies back.
I put all the chapters together in one document and then split them all up again. Top tip – don’t put all your chapters together into one document until you have absolutely stopped fiddling with the text! It feels so much more manageable and navigable in chapters, such a relief to have it back in bits again. Plus the time it takes to save each document and the time taken by endnote to catch up with each reference change is massively reduced.
Julie suggested that I should leave the final chapter alone and revisit all the other ones getting my argument / story straight. I am therefore now aiming to send Julie and Nicola all my chapters (separately) apart from the final one before my next supervision. We can then discuss them and the final chapter. Then I can have another better go at the final chapter. Or I might find that comes along with the others ones too. We’ll see.
I realised that having read Dunleavy’s “Authoring a PhD” and Murray’s “How to write a thesis” I had tried to summarise the whole thing in the final chapter, rather than drawing out the main points in each chapter. Thus frustrating my reader by giving them stuff again that they already knew when all they really wanted to read was my findings. Readers will want to get there quicker. Julie suggested I could distill several paragraphs into one.
She said my method chapter was better now but my methodology needed tweaking once I’d got my central argument straight. So what is my central argument you might ask?
Am I identifying the threshold concepts of entrepreneurship?
Am I using the threshold concept framework to demarcate entrepreneurship?
and the answer is…
I am using the threshold concept framework as a lens, or analytic tool to demarcate entrepreneurship. So I am most interested in the integrative and bounded nature of threshold concepts, and am using these characteristics to define the boundary of the subject.
The integrative and bounded nature of threshold concepts give cohesion to the subject of entrepreneurship. This links to what I have been talking about in terms of episteme and identity in the thesis
So I am not so much interested in the threshold concepts of entrepreneurship (in fact there might be not such things definitively in any case), but I have identified some potential ones, or some candidate ones which help determining the distinctive nature of entrepreneurship.
Julie recommended “Education – the anatomy of the discipline” (Furlong ,2013) as a useful text in this context, as I will need to add a bit on the literature concerning what a discipline is. Just to demonstrate I know that there is one, but not necessarily to cover it in any depth.
We talked about the relationship between entrepreneurship and skills and abilities. Julie made the distinction that “entrepreneurship isn’t something you can turn off”. Unlike, say, team working skills. You don’t do team working all the time, but you do do entrepreneurship all the time if it is interpreted as a way of thinking, a way of seeing the world.
We also talked about the key difference between PRACTICE (noun) and PRACTISE (verb). Entrepreneurs practiSe entrepreneurship, but entrepreneurship is not a practiCe. So when entrepreneurs practise entrepreneurship they do it in the sense that they repeatedly do it in order to get better. They don’t do it as a member of a Community of Practice.
So entrepreneurship is not a skill or a set of skills, it’s a way of thinking and practiSing. You can’t do the practise without the thinking, and you can’t do the thinking without the practise. So the threshold concepts are not concerned with just the cognitive processes or just the activity, but both. Attempting to practiSe entrepreneurship without getting the thinking bit is mimicry.
Julie mentioned Jean Lave’s work on Communities of Practice again , because of the point Lave makes about there being no learning outside the community, but I don’t think entrepreneurs are members of a community of entrepreneurs in that sense. They practise entrepreneurship in social contexts but not in communities of other entrepreneurs.
Entrepreneurship is not a profession either – neither is it a vocation either, the necessary elements of altruism and social citizenship are not foregrounded although they might be a very powerful drivers they’re not going to be the ones that characterise the endeavour in the same way that it does for doctors, teachers or lawyers.
Entrepreneurs share a way of thinking, but in isolation from each other, it is not explicitly shared or developed as part of a community of entrepreneurs in the sense of a community of practiCe.
The boundedness lies in their distinctive way of thinking. An entrepreneurial way of thinking, and how they practiSe entrepreneurship – how they do entrepreneurship.
So in the research study:
Entrepreneurs are telling me what the boundary markers are for entrepreneurship
Educators are reinforcing those boundaries and telling me about troublesomeness and transformation
Student are demonstrating to me the presence or absence of understanding and the extent to which they have a sense of the boundaries (of entrepreneurship). The maps show me where they are in terms of integration of their knowledge.
All the way through, the story is about INTEGRATIVENESS and BOUNDEDNESS.
Then the story can be in the final chapter about what can be expected of entrepreneurship education going from here and how the students might be taught best.
Using the Threshold Concept Framework as a lens to define what is distinctive about entrepreneurship means that entrepreneurship CANNOT become a generic skill set (because it is bounded conceptually).
It is bounded, but the boundaries are not rigid, because they are socially constructed, and as such dependent on many variables. The ‘thresholdness’ of a concept (or the degree of transformation required to understand it) sits on 3 dimensions: the degree of ontological shift, the degree of epistemological shift and the context of the learner. This would explain why some concepts are experienced as more troublesome by some people than others. And also why the threshold-ness of some concepts changes too – for example when the world view changed to accept that the world was round when people had thought it was flat, a lot of people had a lot of transformation to do. But not now because we never thought of the world being flat before we thought it was round.
So the process of identification IS more important that the identification of the threshold concepts themselves because they are not static or fixed but situation and learner dependent and socially constructed.
My research questions have become something like:
What is distinctive about entrepreneurship? – To be answered by the entrepreneurs, and the educators
If that is how the subject can be bounded – then how can we teach it? – to be answered by the educators. Remembering that I am not proposing THE best way – just some ways from the perspectives of this sample of people.
If that is how we can teach it – then how do students understand it? – to be answered by the students.
The study is bounded by the perspectives of my samples. But I can talk about relatability – the perspectives of my samples might be shared by other entrepreneurs/educators in other circumstances – that would be reasonable.
It starts us thinking about things, entrepreneurship as an area of study, without attempting to put a definitive marker in the sand, or trying to ‘fix’ the concepts.
So I need to re-write my chapters – mainly the opening and closing sections, drawing out the key points in the context of this argument. I need to move the literature on threshold concepts from the literature review to the methodology chapter. I’m using the threshold concept framework as a methodological tool.
The focus needs to be maintained consistently throughout – it’s about finding the distinctiveness of entrepreneurship, setting its boundaries. And if we see entrepreneurship like that, then what does that mean for teaching it?
It’s ok to re-use some headings repeatedly throughout – that helps create a thread through the thesis.
So a really useful session resulting in a clear thread which I can use to pull it all together into a coherent argument.
I have managed to work myself up a schedule that takes me right through to submission…it’s going to be very tight but I think if I don’t have a hard deadline I’ll keep fiddling ad infinitum.
This is where I am at the moment: chapters where I have the first draft written:
My supervisors have now given me feedback on all but the last chapter which is because I haven’t written it yet 🙂 . So…my current plans is as follows:
During my supervision we discussed in detail their feedback on the Research Design chapter. Julie and Nicola suggested I created a part 1 (epistemology) and part 2 (method – the practical considerations). I might even split out the stuff on threshold concepts. I need to include a general discussion about ethics in this kind of project and reference the specifics of the ethical approvals obtained for this work. Emails confirming approval are required as appendices – many doctoral candidates have accidentally revealed identities of participating organisations/individuals by including full ethical forms in their thesis submission.
Nicola suggested I look at a recent paper on Mick Flannagan’s website by Timmermans and Meyer – published in the International Journal of Academic Development:
(2017) A framework for working with university teachers to create and embed ‘Integrated Threshold Concept Knowledge’ (ITCK) in their practice, International Journal for Academic Development,
Other points raised that I need to address in my Research Design are:
Some claims I might make:
– Highlight the staged design approach – how it builds on transactional curriculum inquiry (TCI) and addresses some of the criticism of this approach and the other benefits it achieves. Make a bigger deal of using TCI as a starting point to develop my own approach. This is an important methodological contribution to knowledge. I am building on Cousin and addressing criticism from Barradell.
– Acknowledge the problems of involving students in threshold concept research – citing Peter Felton’s chapter in the 2016 Threshold Concept book. Acknowledge the problems and explain how I have addressed them. How I’ve ensured the student voice is heard. This is also a methodological contribution.
– I need to make the point that this is an innovative approach to the identification of threshold concepts, not just in entrepreneurship but in wider curriculum design – contribution to PRACTICE
– My approach allows us to counter the prevailing neo-liberal approach where employability has become the dominant voice.
In general, I need to talk through some of the challenges I faced and how I found a way through them. I need to raise the level of the discussion and cite more specialist literature on research design. For example – how I went about deciding who was an entrepreneur and where to source my sample. How I managed a sample which consisted of powerful, time-poor people with whom I needed to maintain a constructive working relationship. I should talk about the tensions associated with using an expert group (entrepreneurs and educators). I need to detail the complexities I found and the difficulties I had and the decisions I made. I need to describe how I came to determine what consensus was. I need to be more reflective. I need to talk about access and buy-in, and the process of ‘selling’ participation. I need to explain why I did it the way I did it. I should not present contentious issues as uncontentious. If they’re messy, show the messiness. Say “This is what I did, this is why I did it…”
Julie and Nicola also suggested a flow chart of my method repeated at intervals to help the reader navigate the process. I will also include one for the Delphi study in more detail to show why and when the numbers of participants went down.
Going into the data coding and analysis process Nicola wanted to hear more about how I got from the data to the findings. I need to be more explicit about what exactly I did – I need to own the stages I went through in getting from the data to the text. For example – say how many codes were identified when – and include a list of these codes as an appendix. Maybe take one Threshold Concept and look at it as an example in more detail. Show rigour in the detail.
Julie again referred me to Linda Martindale’s thesis especially to look at the last chapter and how she has structured it.
When I look at the method for the concept mapping workshops I need to say more as this last section is considerably shorter than the other two and feels abrupt. I need to give an overview of how the maps can be analysed in general and then what I did and why I did it. I need to talk my reader through my thought process as well as my method.
Then we turned to more prosaic issues like numbering sections with which I was struggling. I will seek help from the library with this.
I also need to get the APA guidelines on everything for example the rules on indentations for quotations.
When considering research limitations, don’t mention things I am not going to explore in detail. For example – why mention the gender split of the sample groups if my research is not concerned with gender difference?
When presenting threshold concepts as ways of thinking and practicing I should not introduce ‘ways of seeing’ as well. I think I will bring in this metaphor in the final discussion chapter and not before. I must maintain the idea of an ontological shift in the student – Julie mentioned the idea of ‘partial transformation’ which I need to explore further. Another paper in the 2016 threshold concept book “Ambivalence, hybridity and liminality: the case of the military” would also be relevant. The transformation may not be complete but is still irreversible.
In setting out my final chapter I need to highlight the contributions I am making to method, theory, and practice in education and entrepreneurship. BE BOLD.
Don’t reiterate the limitations of the research in the final chapter, preempt criticisms (which usually concern the method in any case).
In discussing future research, refer to methodological limitations that I have already mentioned and use them to move on to recommendations for future research.
Remind the reader of what they have read with regular summaries (without overdoing it). Use research questions as subheadings – “Here’s the question I asked and here’s how I answered it”. Refer back to the literature – and be clear how I have extended the literature.
Had my supervision with Julie and Nicola today (Wednesday 27th March 2019).
Previously I had sent tidied up versions of the Introduction, Context and Literature chapters. Since my last supervision I’d been analysing my educator data and just started analysing my student data.
I had read up on thematic analysis and so had diligently re-read all the transcripts again and made hand written notes on them. Then I had created a word document for each interview with coding memos and the verbatim comments they referred to. Then I coded all the interviews in NVivo. Then I had started to develop a document capturing all the themes emerging from the interviews but that started to feel all wrong.
Today’s main question was, “Should I start from the data and work back to the research questions?” or “Should I start from the research questions and answer them using the data?”. By the time I’d realised I had this dilemma, I’d pretty much worked out the answer to it too. I have to remember I am not using Grounded Theory – I need to use my research questions to keep me on track with the discussion of the research data. I cannot explore every theme that is emerging from the data, I will have to save the really interesting bits that don’t directly relate to my research questions for another day.
Julie agreed – I’d answered my own question. It was also really useful to realise that in interpretivist research, you can’t really distinguish between the findings and the analysis – and I had been trying to. The findings are essentially the interview transcripts and I can’t put all them in the thesis! So I just need the analysis supported with relevant pertinent quotations from the interviews.
I have three data sets and they don’t all have to be treated in the same way. I will have a section (or chapter maybe) on the entrepreneur data setting out the themes emerging from the Delphi survey and discussion of those themes. I will have a section (or chapter maybe) on the educator data setting out the themes emerging from the interviews and discussion of those themes, in their own right and also in light of the entrepreneur data. Then I will have a section (or chapter maybe) on the student data, setting out the themes emerging from the concept maps and discussing those themes in their own right, and then a section discussing all the findings from the three data sets all together. Entrepreneurship threshold concepts have emerged from the Entrepreneur and Educator data, and I can see evidence of students’ progress towards understanding them in the Student data (yeay!).
When I am labelling the threshold concepts I need to be aware of the baggage that comes with any term I choose – I need to make sure I am using uncomplicated terms that don’t mean very specific things in other contexts.
We talked about coding. I have coded all my educator interviews and now I need to collate and tidy up the codes before going back and perhaps re-coding them again. Julie advised me to keep a note of the themes that really jumped out at me that I wouldn’t be able to include in the thesis to come back to at a later date (for later papers).
Other comments about the chapters I’d sent previously were that I should take out the sub-headings (that I had in there to help me navigate the documents) and leave the chapters until I put everything back together again.
Now I will aim to write up the data analysis and send it to Julie and Nicola after Easter, so they have a chance to look at it before our next meeting on 10th May 2019.
Sent Nicola and Julie the first draft of my Introduction, Context and Literature chapters – was meant to be around 10,000 words per chapter, ended up being more like 60,000 all together. Felt real sympathy for my supervisors and was torn between sending them something horrible with time to read it before we met, and trying to fix it and then not allowing them any time to read it. So I went for the former.
I spent the morning before my meeting with them reading through what I had sent. I concluded that although a few bits were ok, there was a lot that needed to go and most of it was in a mess. I had included the kitchen sink and I need to now get a massive big red pen out.
That was also largely what Nicola and Julie had concluded too. I need to flag my arguments and be clear about what I am focusing on and what I am not. I have too many arguments which could present traps for me in a viva.
For each chapter it needs to be crystal clear –
WHAT are the key arguments? – (Choose the trees I am barking up – can’t bark up all the trees!)
(What does my reader really NEED to know? )
WHY has this been included?
We discussed a potential reordering of the material. Should the research questions come right at the beginning or at the end of the beginning? Should I present the reader with the research questions before I have explained where they have come from?
It depends if the introduction is an introduction or an overview/executive summary. Julie suggested that an introduction should include at least the research aim if not the research questions.
When the area is entrepreneurship and education the entry point for the thesis is not clear. It’s hard to decide where to start the story/ argument. Often the research gap emerges from the literature review but that’s not where my story starts really because the context is important for me too. It’s hard to see how to treat the context of the thesis when it’s working as both background and justification for the thesis.
I had included a lot about Team Academy and my own career trajectory which was interesting (they said – honest!) but unnecessary. At times I am expressing opinion – it gets too personal. I need to present perspectives from different camps and signpost them as such – present view points from different schools of thought rather than personal opinion. I need to base every point I make on the perspectives of what others have said. When I do express a view I need to own it and explain where it has come from. It’s a difficult tight rope – I am expected to make a contribution to knowledge but I have to evidence and base the contributions I am making on the work of others.
I also mentioned my idea of using threshold concepts as “frames” in education. Enabling students to see through various entrepreneurial lenses or frames , so that they can see things in a an entrepreneurial way. That’s what we need to try and teach them. Once they can see things like this, they have understood the concepts. Julie commented that it was interesting that the threshold concept framework approach had suggested the use of frames in education. So the threshold concept framework is helpful in understanding what entrepreneurship education can do, as well as understanding how entrepreneurs think.
Nicola highlighted the importance of making the scope clear – am I talking regionally, nationally, internationally? Julie suggested treating context as a range of contexts – I can explain that the work is UK focused but that it has a wider relevance and significance.
So we agreed the date for the next meeting (27th March 2019) . Before then (in one week) I am to unravel what I have written, thin it down by choosing my arguments, order the arguments so they tell a coherent story and then re-send, together with a plan for approaching the data analysis.
I met with Julie and Nicola on 21st January 2019. I had sent in advance a few pages setting out the central argument of my thesis – examining entrepreneurship education through the lens of the threshold concept framework permits a more conceptual approach, balancing the impact of the prevailing neo-liberal educational environment.
I also had sent through a draft outline structure, setting out what I would be covering in each chapter.
So overall we agreed that my premise holds water but some things need to be teased out more; for example my claim that an entrepreneurial skill set is a form of generic skill set. I am taking a strong position, so I need to add in a strong position statement and explain how I came to that position, frame it.
I need to take the reader through my argument more slowly and expand the sections. I can present it as a personal reflection so it will need less justification, arising from my situation as EBM programme leader. I can signpost which reflections will be picked up and reflected on further (for example; see section 3.5…)
It also needs more signposting to the literature – what I think and what other people have said need to be more clearly differentiated. I also need to make sure that I use less secondary sources – if I am relying heavily on the work of another person, particularly if I am relying on one particular paper, I need to be reading the original paper, not someone else’s take on it.
This applies particularly to Bernstein and Lyotard. Big names are potentially contentious and could derail the viva, so it’s best to leave them out altogether if I am only mentioning them in passing. Otherwise I really need to know what I am talking about. I need to present the work of others properly – or not mention them at all. Especially philosophers or theorists.
I also need to make sure I include a more factual section with numbers/data/dates on entrepreneurship education, policy stuff – key government actions that changed provision, what the drivers of change were, what were the drivers of growth in the availability of entrepreneurship education programmes?
I need to expand on the view that entrepreneurship is more like an art despite being right in the middle of business and directly linked to new venture creation and job creation. There is little evidence of its conceptual development currently in the literature.
Entrepreneurial Skills can be regarded as an extension of employability and as such, applicable to all – a generic skill set, but Entrepreneurship can also mean venture creation very specifically, only relevant to a few.
I need to mention the evangelical side of entrepreneurship education and use it as one way of considering the educator data.
We moved on to practical issues. Julie suggested I thought of a time line for the preparation of a working draft of the first three chapters:
I will aim to have this done by the end of February. By the end of the sabbatical at a minimum I aim to have completed my data analysis, and ideally will have drafted everything. Julie and Nicola encouraged me to consider what it was that was essential to be completed in the sabbatical and what was desirable. I need to map out the time available and then fit the work required into that time. This means I might have to leave some sections unfinished, before I move on to the next ones to be done.
We agreed the date for the next supervision meeting.
I had a supervision with Dr Julie Rattray and Dr Nicola Reimann on December 12th 2018.
I was concerned about keeping up with the literature as I have Google searches set for “Thresholds” “Threshold Concepts” and “Threshold Concepts and Entrepreneurship Education” and I get sent a considerable about of stuff that feels impossible to keep up with.
I was reassured that it’s OK to choose a point at which to stop looking at the literature. Then return to it when everything else is done, just before submission, and add in the critical recent publications resulting from the interim period.
Prior to the supervision, I had sent through in advance a number of sections with draft titles such as Entrepreneurship Education, The importance of Entrepreneurship and Definition of Terms.
Next step is to start shaping these into Chapters. I need to consider the story I’m telling – do I need Introduction, Context and Literature Review chapters, or just Introduction and Literature Review chapters for example?
Working out a structure will help me keep the big picture in mind. I need to work out “what’s the big story?” It won’t be the only story that’s told and can be supported by a number of little stories. I have some “bits” now – but what’s the argument that’s being supported here? What point am I trying to make? I need to be clearer about why I’m saying what I’m saying, what the argument is that I am making.
The literature review should be highlighting the gap in the knowledge.
I appear to be highlighting the gap in the literature concerning the conceptual side of entrepreneurship education, and how entrepreneurship education links to the purpose of higher education. I need to pull out the conceptual change stuff and focus on concepts. So its entrepreneurship education from a post- neo liberal perspective. Has this perspective got a name yet?
Ultimately I am most interested in the “why?” of entrepreneurship education, the conceptual perspective, change and transformation. That’s what the threshold concept framework enables and that’s why I find it attractive.
So as I’m reviewing the literature, I need to be critiquing it. So I need to relate what other people are saying and highlight the perspective from which they are saying it. And also highlight what’s missing from what they are saying and what other things might be said from an alternative perspective. So I need to present one view, but highlight alternative views – for example using the threshold concept perspective.
Applying a new lens brings different things into focus.
I could argue that the current approaches miss a conceptual perspective and there are other things that could be considered if a more conceptual approach was taken. For example – what programme success means and if and how it might be measured.
My supervisors felt I was too tentative in expressing my own perspective – and in pointing out the limitations of the perspectives of others.
They suggested I developed the sections a bit more and started threading them together with an argument. All the time, I need to be clear WHY I am telling the reader what I am telling them, I need to be clear how what I am saying supports my overall argument. I need to justify everything in the context of the main argument.
Julie suggested I wrote a paragraph or abstract that outlines what the arguments are going to be in each chapter – and then I have a way of testing each paragraph to see whether it builds the argument or is not relevant to it. Every paragraph then makes a point.
I need to make the connections very explicit.
I need to be careful of using the term “measurement” – rather use “evidence” instead. Measurement is a loaded term and implies other things I do not intend.
I can set out the various “schools of thought” regarding the overall purpose of higher education and then present my own and how it is different. Entrepreneurship Education changes according to the overarching perspective of the purpose of Higher Education.
From a neo-liberal perspective – entrepreneurship education looks like this…..
However there is an alternative perspective – using the threshold concepts framework as a lens to look at it through….
I can talk about how things such as employability are affected by different perspectives of the purpose of Higher Education. This would become a critique of the prevailing discourse of entrepreneurship education.
Presenting a neo-liberal perspective (I think) I could discuss the rise in entrepreneurship education in the context of Higher Education, the increase in the number of programmes over time, the rise of neo -liberalism and the obsession with employability. The marketisation of Higher Education – entrepreneurship education has developed against this backdrop in this way (or perhaps because of this backdrop).
A backlash against neo-liberalism is coming..there are more people talking about social competence and social justice for example. I could look at the UK Qualifications Framework where these things are only mentioned in passing and paid lip-service.
Julie suggested reading the counter discourse – writers such as Stephen Ball and Stefan Collini – Julie lent me “What are Universities for?” She suggested reading Collini before Barnett. These authors are presenting a critique of neo-liberalism and an alternative.
The way I am writing at the moment is too much as if the views of others are statements of fact. Just as I am too tentative about my own perspectives, I am not presenting the views of others as purely the views of others – I am presenting them as statements of fact. It would be better to say “Here is what so-and-so thinks…” rather than “This is how it is”. I can present Entrepreneurship Education from different perspectives – “this is how it is from a neo-liberal land and here’s an alternative through the lens of threshold concepts.” So I could say “Entrepreneurship education has emerged like this, in this way…” I can present how it’s been constructed and not “this is how it is”. I need to make the reader aware of the context that I am talking about it in and the perspectives I am presenting it from. I can then frame things within a particular perspective and present my preferred alternative.
We started talking briefly about the roots of academic frailty (Kinchin) and the impact a neo-liberal environment has had.
I was also warned to ensure that I was not including any unnecessary references as they can potential be “traps” in a viva. For example – I referenced Biglan when talking about academic disciplines without acknowledging the fact that he had come in for a lot of criticism, or presenting alternative perspectives.
Remember there are multiple ways of understanding EVERYTHING and I should never just include one without expecting to be challenged!
So useful phrases will be …”One way to think about categorising disciplines is like this….” or “According to Biglan, disciplines can be categorised like this…”
Make it clear that I am presenting the arguments of others that I don’t necessarily agree with. Anything like that can get me sidetracked in a viva. I must make sure I don’t (inadvertently) own the work of others. Also be careful of over using one author – use a range of authors unless I am seeking to present the particular perspective of one individual.
Additionally Nicola pointed out that when talking about “fields” and “regions” that is a reference from Basil Bernstein and potentially also contentious – to be avoided. The take home message here is that if it is not important – don’t include it.
Likewise – I mention Problem Based Learning, but the way I talk about it reveals I do not have a good enough understanding of it to make the argument with it that I am trying to make. PBL does not emphasise problem solving but using problems in pedagogy. So do not include extraneous argument that could get me into unnecessary trouble. It’s the stuff that’s mentioned in passing that can trip you up.
We concluded with a discussion about how to approach my sabbatical which is starting after Christmas. I need to block out time for data analysis.
I need to have the headings (not necessarily all the details) and a skeleton structure and then I can start thinking about how to manage all my data. It was suggested that I could set aside April/May to look at data and write up after sabbatical….
Thought I’d be able to get it more done than that during the sabbatical. I was hoping to have written up. We’ll see.
It was agreed I would come with a suggested plan for my sabbatical for discussion on 21st Jan (next supervision date) that we could firm up during the meeting.
I met with just Nicola today 17th October 2018 as Julie had to attend another meeting. I had sent through a first attempt at writing for my actual real life thesis – a positioning piece, called “context” and Julie sent me a few points of feedback on it in advance of the meeting today with Nicola.
My primary concern was getting a grip on my literature. I read part of another thesis and was absolutely in awe of the rigour with which the author had conducted her systematic review. Not only was there a review of the literature pertinent to her specific research question, but there were also systematic reviews of areas relevant to her conceptual framework and methods. The mountain I had to climb was getting larger as larger as I was approaching it. I feel like the more I do, the more I realise there is still to do. Rather than the task getting smaller, it is getting larger.
Nicola pointed out that there is more than one way to conduct a literature review. Literature reviews exist on a continuum between systematic and narrative. She recommended a book on literature review – I need to chase up the exact title from her.
She felt that organising my papers was a worthwhile exercise so I will press on with that. I am filing all the papers I have at home that currently look like this ( a big random pile in no order) so that I know what I have and can find it easily. As I go through them I am checking I have each one on Endnote, and filing according to theme. The themes I am developing include: entrepreneurship education, entrepreneurial learning, threshold concepts, learning theories, the purpose of higher education, employability, motivation and student attitude, positive psychology and self determination theory, education for professions and practice….
Nicola was concerned that I needed to know the latest papers that are being published in threshold concepts. This would indicate that I need to be more systematic in my literature review with respect to threshold concept research and can be a little less systematic on the other more peripheral areas.
Nicola suggested using the university library guidance on doing literature searches in both Durham and Northumbria, and then make an appointment to get some specific advice and help with what I am doing. Nicola mentioned Christine Purcell at Durham for Education and suggested I contacted the person responsible for Business in the library at Northumbria. They can help me check my search logic and which data bases I am using.
Also not to forget the Mick Flannigan site too for all the Threshold Concept work bearing in mind that some of the inclusions are of variable quality.
Above all, it’s important to find the cutting edge stuff and get a sense of how the field has moved on. Previously people were looking at the identification of threshold concepts, now they are more interested in….what?
For the thesis it is not enough to take two existing concepts and claim that you are creating knowledge by applying one to the other in a way that has not been done before. I could possibly make contributions to knowledge in entrepreneurship education, threshold concepts and in the design of my research (the method). The actual contributions will emerge when I apply my conceptual framework to the analysis of my data.
So I am bringing several theoretical frameworks together (setting the scene, the context) and then looking for new things using this framework in my data.
We returned to the Context chapter I had written prior to the meeting. Both Nicola and Julie had commented that each sub heading needed considerable fleshing out. The sections on entrepreneurship education are likely to be fairly straight forward to write as they will be mainly descriptive.
In the section on threshold concepts I need to give an overview of the field. I need to position what I am doing in the context of what other people have done. I need to compare and contrast my work with the work of others and bring out what my contribution is.
There is potential gap in the literature on the student perspective – is this because there is an omission? or is it because it is impossible/difficult to research given that students do not know what they do not know…
We talked about the best way to use the remaining two and half months there are remaining before I have my sabbatical and agreed that sorting out the literature would be a useful thing to do in this time.
Some areas might need to take more of a back seat – entrepreneurial learning for example. I need to address what “threshold concepts” is – is it an approach, a framework, a model? Nicola felt it was not a theory –
I also need to unpick and explain the relationship between concepts and ways of thinking and practicing. Nicola mentioned another PhD student who had just focused on the troublesome nature of threshold concepts.
It occurred to me that my equivalent of troublesome was transformative. A focus on change and transformation will provide a thread through my data. I have data on how entrepreneurs feel that they are different from other people (what transformations have occurred), I have data on the changes and transformation educators are looking to see in their students, and I have data on the changes and transformation students regard as important to the study of entrepreneurship. So when I go back to my data I will look for evidence of transformation and change. That is the most important characteristic of a threshold concept for my research purposes.
Nicola suggested looking at the literature review sections of other thesis for a heads up on the latest thinking in a particular area. We agreed three more dates for supervision meetings and Nicola suggested I write a section of literature review for our next meeting.