Nature and scope of enquiry This thesis explores how emotional dimensions of supervising doctoral students are accommodated in supervisory identities. It aims to answer two key questions: What is the nature of the emotional labour involved in doctoral supervision? To what extent does an acknowledgement of emotional labour in the supervisory process have implications for the academic development of doctoral supervisors? The conceptual framework for the study is developed from Woods' (2010) definition of emotions as physical responses to situations involving an element of risk to self, Butler's (2005) notion of accounting for oneself, and Archer's (1995; 2000; 2003; 2012) model of identity formation based on the ability of human beings to reflect on their social situation through internal conversations. Archer states that identities are formed through the way we monitor, prioritise and accommodate our concerns about our social reality. It is on the basis of this priority of concerns that we embark on our life-projects and it is these concerns that shape our behaviour and actions. It is believed that all humans strive towards a modus vivendi which Archer defines as a set of practices which at the same time respects what is unavoidable and privileges what matters most to the person concerned (Archer 2003: 149). In this study I apply Archer's theory to doctoral supervision by viewing the supervisory process as a project and exploring the nature of the emotional labour involved in this project. Based on interviews with doctoral supervisors, I identify three supervisory identities from Archer's typology of reflexivity – the autonomous reflexive supervisor, the meta-reflexive supervisor and the communicative reflexive supervisor. These identities are constructed around the ways in which individual supervisors accommodate emotional labour in their practice. The thesis goes on to consider appropriate ways of supporting academics in dealing with emotional dimensions of doctoral supervision. Contribution to knowledge and practice This thesis makes a contribution to knowledge in two ways. First, it identifies the nature of the emotional labour that is invested in supervising doctoral students, and by doing so adds empirical evidence to the small number of studies that exist in the field. Second, it develops a conceptual framework that includes emotional dimensions and accounting for one's own practice. This framework can be applied as a theoretical foundation for discussing supervisory practice in an academic development context. The study contributes to practice within the context of academic development. Conventional academic development for doctoral supervisors focuses on procedural and managerial aspects of the supervisory process. This study proposes addressing emotional dimensions as well in such development. Method The thesis is based on interviews with fourteen supervisors from five universities – three post-92 and two pre-92 institutions. Between them they represent eleven disciplines, three from the social sciences, six from the sciences and five from arts and humanities. All interviews were transcribed and analysed through close reading and thematic analysis. Principal arguments in this thesis are that: emotional labour is a key feature of doctoral supervision emotional dimensions of doctoral supervision should be included in academic development for doctoral supervisors timely completion is increasingly becoming a performance indicator for supervisors, and a need may arise for structures to be set in place to provide better support for academics, in particular, in the early stages of their supervisory practice Conclusions The findings suggest that the doctoral supervisors interviewed in this study invest considerable effort in managing emotions – their own, those of their students and those of their colleagues - as part of the supervisory process. Three supervisory identities can be mapped against Archer's typology according to how doctoral supervisors accommodate and manage these emotions in order to achieve a modus vivendi. The thesis concludes that acknowledging, articulating and addressing emotional dimensions of doctoral supervision should be included as part of the academic development offered to staff planning to supervise doctoral projects.

The purpose of this thesis is to explore the field of influences on the occupational trajectories of physics graduates in the United Kingdom. My research examines the assumptions by government and policy makers that school education holds the key to providing more physicists available for employment in physics-related occupations. The research analyses qualitative data from current and recently graduated students to explore the field of influences on their decisions to take physics, and how these experiences influence their identity as a scientist. My hypothesis tests these assumptions by examining the significant events, or critical incidents, during the educational experience on a physics degree. The research design is a case study of the physics departments of two UK institutions. A series of interviews provides insight into the educational journeys of current and recently graduated physics students and the consequent analysis identifies emergent themes. These themes include how the influences of school education and social and individual expectations engage people into enrolling on a physics degree. Further analysis explores how events occurring on the degree courses may influence occupational trajectories. My findings identify attitudes to laboratory work and institutional feedback as significant influences to this sample of individuals during their degree experience. This work has implications for highlighting the significance of laboratory work in future science education policies, as well as contributing to the extant research on STEM education.

The migration of graduates is one of the main characteristics of the current phase of Italian emigration. This thesis investigates why Italian graduates are migrating both within and outside Italy. The main research questions this thesis gravitates around are: why do Italian graduates migrate? What is the difference, if any, in terms of motivations, between graduates who decide to migrate internally within Italy as compared to the ones who decide to migrate to the UK? Why do some graduates stay in their home town despite regional and national differentials in terms of employment and lifestyle opportunities? Namely, this thesis examines and compares the motivations that drove three samples of Italian graduates to migrate. Firstly, those who migrated to the UK; secondly, those who from the southern Italy moved internally to the Italian cities of Rome (centre) and Milan (north); and thirdly, those who decided to stay in the Italian cities of Palermo (south), Rome (centre), and Milan (north). The analysis proposed is qualitative and exploratory in nature and is based on 87 in-depth interviews conducted with Italian graduates in 2008-2009. The study provides an integrated view of different migratory patterns. In particular, the comparison between internal and international flows indicates that Italian graduates are generally oriented towards the UK and particularly towards London because of the many professional, educational and cultural opportunities that London as a global city has to offer. Meanwhile, internal migration within Italy (south to north) is generally experienced as constrained by deep regional differences in terms of employment opportunities between southern and northern Italy. Finally, staying in one's home town emerged as a decision based, among other factors, on the lack of interest in experiencing mobility vs. the importance a person attributes to social, emotional and cultural ties to his or her own family, friends, partners and the local area.

Art therapy training programmes around the world feature a unique type of course based on dynamic art-work experience and conducted in the context of a core student group. The course is usually called an 'experiential group course'. There is world-wide practical recognition in the professional art therapy literature of the need for dynamic experiential artwork-based courses in art therapy training. What is new is that Israeli lecturers have extended this 'experiential group course' into what I term 'a topic-led dynamic experiential artwork-based course'. The nature of this course in Israel and how it is deployed, planned and conducted is the subject of this thesis. The data for this dissertation were collected from in-depth and wide-ranging interviews with three groups of persons: (a) 11 of Israel's 40 lecturers lecturing on Master's degree and Masters-level plastic art therapy training programmes. All have taught in the teaching mode under investigation here for many years and I looked on them as partners with me on a journey of discovery into the essential nature of this teaching mode in Israel; (b) 15 working art therapists who graduated from Israeli training programmes 3-15 years before participating in this research and who had been working as art therapists since then. They provided a reflexive analysis of what it was like to take a topic-led dynamic experiential artwork-based course. (c) three directors of art therapy training programmes (one current, two former). provided me the background to the theoretical development of art therapy training in Israel. In addition, as an insider researcher, a senior art therapist who has herself designed and taught topic-led dynamic art-based experiential mode courses for many years, I have used my own experience and example from my practice to illustrate and corroborate the points made by my interviewees. The interviews indicated that over the forty years the dynamic experiential teaching mode has been deployed in Israeli art therapy training its use has been extended to the design and teaching of a wide range of theoretical topics and that this extension occurred at approximately the same time on all Israel's recognised art therapy training programmes. From the point of view of the theory of art therapy training this thesis argues that the professional literature displays a significant gap. Many scholars have stressed the vital contribution made by dynamic experiential artwork-based courses to future practitioners' training but no researcher has yet clarified when and for what purpose certain theoretical courses are taught in this mode, how such courses are designed and conducted, and how they produce on students the effects the students say they do—what so many students term their 'magic'. And yet the lecturers who make use of this teaching mode declare it to be indispensable to the transmission of art therapy's concepts, language and methods to the next generation of art therapists. The object of this doctoral research, then, is to explore and expose the nature of topic-led dynamic experiential artwork-based courses in Israel and their particular contribution to Israeli art therapy training. (The research does not aim to investigate what theory of art therapy these lecturers represent nor what body of psychological and other theory they transmit to their students). Given a constructivist epistemology, a phenomenological research paradigm is deployed to investigate how dynamic experiential artwork-based courses achieve their aims. Interview data are analysed by the inductive Socratic analysis method and by theoretical reading, taking a heuristic approach. The key contribution of this thesis to knowledge about art therapy training methods in Israel, is that it unlocks and conceptualizes the transformation of these topic-led dynamic experiential artwork-based courses which the thesis also demonstrates to be transformative for their students. A central argument is that, to achieve these transformative insights lecturers integrate three content elements — theoretical material, artwork-based experiential workshops, and the emotional materials evoked from the students by and during the workshops. They adapt and adjust their workshops and the art materials offered the students to the needs of the theoretical topic they wish to teach. And they make dynamic use of the responses of individual students and the student group to the art materials and the artworks produced from them for the purpose of conveying/ instilling this theoretical topic. The five elements of lecturer, individual students, core group, art materials/ artworks and the learning space created by the lecturer interact uniquely within a dynamic relationship in response to the course topic in what I term in this thesis a 'pentagonal potential space'. It is the integration of the five constituent elements of this relationship and the interrelationships between them that make the courses 'transformative'. In a nutshell, these courses (a) take students on an inner emotional journey which allows the self to adjust to a dynamic therapeutic perception of the course topic; (b) enable students to investigate the given topic to great depths of experiential and intellectual insight and be changed by this insight; and (c) generate in both individual students and the student group emotional processes relating to the topic, which shape their therapeutic development with respect to that topic. These three effects together generate in the student a meaningful and critical development of their therapeutic self as art therapist, a development which so many of them call 'magical'.

This research explores the meaning of learning as a process of social participation in clinical practice. The study focused on six first‐year student physiotherapists during a period of early clinical experience on a work integrated learning programme. The programme was unique at the time of the study in that it placed students in clinical settings from the first week of their undergraduate experience. The research applied a case study design and qualitative data were gathered from each student via on‐line learning journals, reflection lines and pre/post experience interviews. Data were analysed, between and within cases, to develop a sense of progressive narrative through the experiences made significant by each participant over the course of the clinical experience. An abductive logic was applied to develop a more theoretical explanation of learning as participation in clinical practice for each participant. The study concludes that these individuals adopted an agentic approach and recognised the benefit to their learning of proactively seeking opportunities to get involved in practice. Interaction with a range of co‐participants was valued, for a variety of reasons. Students were more willing to discuss their own deficits and ask questions of junior clinicians. Interactions with senior clinicians were more likely to challenge and extend the students' practice. Interactions with non‐physiotherapy colleagues in the multidisciplinary team were valued for the different perspectives they offered. Students valued participation in situations where they could assume greater responsibility, as long as their efforts were recognised by the clinical educator. Participants did not always see value in “routine” practice where there was little opportunity to be involved in decision making or discussion, describing their involvement as being “an extra pair of hands”. Participants described their performance of secondary Discourses of practice in the construction of their respective identities, which I describe as productive worker, trustworthy student, engaged student and junior professional. These Discourses supported participants' bids for recognition and progressive involvement in communities of clinical practice. However, where the participant identity was associated too strongly with a particular Discourse the educator could restrict access to learning opportunities. Participants dis‐identified themselves from Discourses that conflicted with individual habitus and conveyed lack of care or unethical behaviour. Where power relations challenged the possibility of overt rejection, participants were strategic and excluded these Discourses from their future, rather than current repertoires. At the start of their early clinical experience, participants expressed a desire to “learn by doing” and “learn on the job”. These cases demonstrate that even at an early stage of experience, participants were contributing to the productivity of the workplace and they felt valued when their contributions were recognised. These cases demonstrate that mutual relations support participation but require ongoing negotiation. Considering mutuality as a mechanism for participation in early clinical experience can support analysis of the ways in which social relations support both learning and work objectives. Mutuality as a mechanism for participation requires the learner and educator to recognise these dual objectives. Changing conditions of practice can threaten mutuality. Where a threat occurs, it is countered by adaptive practices that continue to support mutuality in terms of engagement, repertoire and enterprise with the community of clinical practice.