Diarrhoeal disease, Public health, Epidemiology
In module two, theme four of the DIES/CREST training course (Botha, 2019) we learnt that “original research was a defining characteristic and core component of doctoral research”. “Original research” resulted in advancement of the candidate’s knowledge and developing “doctrateness” concurrently. The “notion of doctrateness” is part of the completed education, formation and evolution into the final doctoral graduate. While knowledge is obtained using physical reference material, doctrateness is an internal transformation of the students’ feelings, thought processes and eventually the individual’s outlook. In order to reach and pass through the threshold of doctrateness the student needs to be original, creative and innovative. As Wellington stated in 2013, “Originality is essential to achieve doctrateness” (Wellington, 2013). Doctrateness is a subliminal threshold concept and results from “specific critical research features being present in a doctoral thesis,” (Trafford & Leshem, 2009). It is an omni-present feeling and sense that should be experienced and enjoyed throughout the study. While doctrateness is a part of the PhD journey we acknowledge that understanding and accepting this unseen concept may lead to a liminal stage in the student’s education and life. Theme four described further how theory can become a threshold concept to be crossed during the candidate’s journey (Botha, 2019). I have chosen the topic “Liminality and the doctoral study” as my capstone assignment. I graduated with a PhD in Medical Virology in 2018, 16 years after completing my masters degree. Participating in this supervision course has revealed that the emotional, spiritual and personal growth I experienced during my PhD journey was very similar to that described in other younger students. This fascinated me! I am in awe of the “rite of passage” representation of doctrateness and especially that even this aspect of the PhD process is identified and can be assisted. Embracing and crossing the threshold from scholar to taking charge of the project was a massive growth point for my PhD research, my Aha! moment. I find myself at a similar turning point as I venture to supervise doctoral students. I have chosen this topic to understand how and why liminal spaces exist. This knowledge will help me recognise and navigate thresholds in my life journey more efficiently and to formulate interventions to support students.
