ABSTRACT

While higher education (HE) is entrenched as a context for scholarly inquiry in Australian universities, there remains contest about it as a research field. Unlike other forms of ‘Education’, in Australia there is no undergraduate programme inducting students into HE's key questions, scholars, and inquiry modes. For new doctoral students, learning to make an original contribution to a field described as a practice, a discipline, and context is a persistent challenge. In this paper, we ‘think with’ the concepts of borders, paths and orientations to interrogate our practices as doctoral students and supervisors in the field of HE research, under the formation #thesisthinkers. We offer multiple accounts of how #thesisthinkers invites us to confront HE as a field, and in particular, how #thesisthinkers has invigorated us to build a useable landscape of the HE research field that sustains multiple pathways for doctoral researchers, leaving behind traces for others to tread.

摘要

尽管在澳大利亚大学中，高等教育（HE）已根深蒂固地成为学术研究的背景，但对于它作为研究领域的争论仍在不断。与其他形式的“教育”不同，在澳大利亚，没有本科课程可以引导学生进入高等教育的关键问题，学者和探究模式。对于新的博士生来说，学习在实践，学科和环境等领域做出独特贡献是一项持续的挑战。在本文中，我们“思考”边界，路径和方向的概念，以#thesisthinkers的形式审问我们作为HE研究领域的博士生和指导者的实践。我们提供了多种关于#thesisthinkers如何邀请我们面对他作为领域的HE的说明，特别是，