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Tourism and Hospitality Research Student Experiences: How to Achieve Quality, Inclusivity and Belongingness

  • Gayle Jennings (a1), Ulrike Kachel (a2), Sandra Kensbock (a3) and Mary-Anne Smith (a4)

Abstract

What constitutes a quality research student learning experience? Using an interpretive social sciences approach, the tradition of autoethnography and the interpretive processes of reflexivity and constructivist grounded theory, the individual and collective lived research student experiences of three students were constructed/interpreted and (re)constructed/(re)interpreted to provide insights into answers to this question. Each student had completed one research program and, at the time of publication, was currently enrolled in a doctoral program. Based on these three students' autoethnographies, quality research student experiences engender personal, social, supervisor, research profession, learning communities and other life connectivities. These connectivities are generated through conducive conditions for learning, communities of practice and inclusive research cultures wherein research students experience and do research in order to become researchers, and to belong to research communities.

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Corresponding author

*Gayle Jennings, Tourism, Leisure, Hotel and Sport Management, Griffith Business School, Gold Coast campus, Griffith University, Gold Coast QLD 4222, Australia.

Keywords

Tourism and Hospitality Research Student Experiences: How to Achieve Quality, Inclusivity and Belongingness

  • Gayle Jennings (a1), Ulrike Kachel (a2), Sandra Kensbock (a3) and Mary-Anne Smith (a4)

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