Recent research has shown the benefits to students’ understanding that result from reflecting on learning and narrating learning experiences to others. In this book, the student voice is privileged through autoethnographic accounts highlighting students’ personal development in terms of their academic identity and personal growth. Therefore, this chapter describes the theoretical underpinnings of autoethnographic research and highlights how this methodology enables students to explore their personal experiences during their doctoral candidature.
|Title of host publication||Wellbeing in Doctoral Education|
|Subtitle of host publication||Insights and Guidance from the Student Experience|
|Editors||Lynette Pretorius, Luke Macaulay, Basil Cahusac de Caux|
|Place of Publication||Singapore Singapore|
|Number of pages||8|
|Publication status||Published - 11 Sep 2019|