Remember Me
Or use your Academic/Social account:


Or use your Academic/Social account:


You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.


Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message


Verify Password:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Hayes, Catherine; Fulton, John
Publisher: Association for Learning Development in Higher Education
Languages: English
Types: Article
Subjects: top_sciences
This paper explores autoethnography within the context of the professional doctorate and argues that it is an excellent way of linking theory to the practical situation. The paper commences by defining the ‘second generation’ of professional doctorates (Maxwell, 2003) where the focus is directed primarily to work-based learning and the development of work-based practice. Candidates are expected to demonstrate the development of practice and their contribution to this in a fundamentally original approach. The researcher is central in the practical or work-based situation and the process of autoethnography can structure and guide the research process, by providing structure to the process of reflexivity. The paper considers two broad approaches to autoethnography: the traditional approach and the post-modernist approach. The post-modernist approach presents challenges in the ways in which the work is presented: a central argument of the paper is that despite the novel ways of presentation, the work should have a strong theoretical base. The paper concludes by summarising the role of autoethnography in the professional doctorate: autoethnography provides a factually accurate and comprehensive overview of the professional doctorate candidate’s career trajectory. It should act as a driver of self-explication for the professional doctorate student thus providing a degree of both catalytic and educative authenticity, and provide an insight for the reader of the professional doctoral thesis.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Anderson, L. (2006) Analytic autoethnography Journal of Contemporary Ethnography, 35(4), pp. 373-395.
    • Barresi, J. and Juckes, T.J. (1997) Personology and the narrative interpretation of lives Journal of Personality, 65(3), pp. 693-719.
    • Butler, J. (2005) Giving an account of oneself. New York: Fordham University Press.
    • Chang, H. (2008) Autoethnography as method. Walnut Creek, CA: Left Coast Press.
    • Costley, C. and Lester, S. (2012) Work-based doctorates: professional extension at the highest levels Studies in Higher Education, 37(3), pp. 257-269.
    • Duncan, M. (2004) Autoethnography: critical appreciation of an emerging International Journal of Qualitative Methods, 3(4), pp. 1-4.
    • Ellis, C. (2004) The ethnographic I: a methodological novel about autoethnography. CA: Rowman Altamira.
    • Ellis, C. and Bochner, A.P. (2000) Autoethnography, personal narrative, reflexivity: researcher as subject in Denzin, N.K. and Lincoln, Y.S. (eds.) The handbook of qualitative research. 2nd edn. Newbury Park, CA: Sage, pp. 733-768.
    • Ellis, C., Adams, T. and Bochner, A.P. Autoethnography: an overview Forum Qualitative Sozialforschung, Forum: Qualitative Social Research, 12(1) [Online]. Available at: http://www.qualitative- research.net/index.php/fqs/ article/view/ 1589/3 096 (Accessed: 14 January 2015).
    • Frayling, C. (1993) Research in art and design. London: Royal College of Art.
    • Holt, N.L. (2003) Representation, legitimation, and autoethnography: an autoethnographic writing International Journal of Qualitative Methods, 2(1), pp. 1-21.
    • Hoshmand, L. tology, cultural psychology, and counselling research Journal of Counseling Psychology, 52(2), pp. 178-186.
    • Lyotard, J.F. (1984) The postmodern condition: a report on knowledge, Vol. 10. Minnesota: University of Minnesota Press.
    • MacLure, M. (2006) postmodernism and educational research Journal of Philosophy of Education, 40(2), pp. 223-239.
    • Wacquant, L. (2014) Für eine Soziologie aus Fleisch und Blut. Sub\Urban Zeitschrift FüR Kritische Stadtforschung, 2(3), pp. 93-106. Available at: http://zeitschriftsuburban.de/sys/index.php/suburban/article/view/151/252 (Accessed: 19 January 2015).
    • Wilson, T.D. and Dunn, E.W. (2004) Self-knowledge: its limits, value and potential for Annual Review of Psychology, 55(1), pp. 493-518.
    • Young, R.A. and Valach, L. (2004) The construction of career through goal-directed Journal of Vocational Behavior, 64(3), pp. 499-514.
    • Young, R.A., Valach, L. and Collin, A. (2002) A contextualist explanation of career Brown, D.A. (ed.) Career choice and development. 4th edn. San Francisco, CA: Jossey-Bass, pp. 206-252.
  • No related research data.
  • No similar publications.

Share - Bookmark

Cite this article