Second verse, same as the first

So the PhD is a thing again. I’d put it on suspension for a year while I had a kind of mental sabbatical, but now I’m back at it again with the white vans (oh god please stop with the outdated meme references).

The essence of my PhD is unchanged, which for those of you who haven’t been playing along since back in the day when I started a masters is ‘ok how do we do some cool stuff while everyone around us is simultaneously banging on about innovation and not giving anyone any funding or support?’. But out of necessity the structure and focus has changed so I thought I’d tell you some stories about that.

The key problem I have is that because a) the work that I do and the sphere that I work in means the stuff that I do is very much of a time and prone to becoming outdated very quickly and b) I am angling for what feels like the world’s longest candidature – if I get it in under 10 years I’ll be happy; current trajectory is 8ish years. And I went back to what I’d written and the projects I was doing when I first started out and it was kind of like when you look back on photos of what you were wearing in high school or find an old journal full of teen emo poetry. There was no way I could submit that as some kind of endorsement of my current thinking.

Since starting again from scratch was approximately as appealing as dental surgery, my solution is to approach my PhD as a kind of longitudinal autoethnography in the form of project case studies. Longitudinal because I’m taking a freaking long time to do this thing, auto because the projects I’m writing about are the ones I’m involved in and ethnography because that’s how the case studies will tell a story. A story of how grassroots innovation happened in the changing climate of higher education and what we might be able to learn, or not, in terms of how to actually do innovative stuff, from each of the case studies.

You’ll all be surprised to learn the structure I have pitched is unconventional. While the thesis will be topped and tailed with normal bits like a lit review, the body of the thesis will be a modular situation, made up of ten tripartite case study sections. Tripartite because each will have an article describing the case study (may be published, may be not, you may have already read or seen me present on some of them), an accompanying exegesis that positions the case study in the overarching narrative – why this type of project with this type of thinking happened that this particular point in time, and what impact may have been had, and then the project artefact itself. Since all of these projects involve the creation of a site – Moodle Dailies, Coffeecourses etc etc – I feel like it’s essential to include the site within the work, much like a creative practice doctorate includes the creative product as part of the work. We – educators, ed devs/learning designers/academic developers/instructional designers/whatever you want to call our sort of people, researchers – frequently produce creative pedagogical output that is as valid as creative arts and design work and should be acknowledged as such. So I suppose it’s a portfolio of sorts, as well as an unconventional thesis.

At any rate, watch this space. Could be fun, could be terrifying. But importantly, could be a thing.

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