Collaborative Autoethnography of Dissertating Students: Providing Support and Motivation Within a Virtual Workspace

• In Event: Challenges and Opportunities With Online, Distance, and Virtual Education

Abstract

The pandemic compels higher education programs to consider ways to offer virtual support to students of color and international students. This qualitative study, using collaborative autoethnography, investigates how three PhD candidates find support and motivation within a virtual workspace. Interweaving a framework minimizing doctoral attrition with Communities of Practice, the researcher-participants analyze different surveys, reflections, and interviews. Key findings point towards (1) social capital inequities and financial disadvantages experienced by international students, (2) tensions and negotiations handled online with social organizations and advisors, and (3) the results of increased emotional support with active participation in a messaging platform. Implications include the implementation of small group virtual spaces as an institutional practice to promote the welfare and productivity of graduate students.

Authors

• Joanne Baltazar Vakil, The Ohio State University

• Zhenjie Weng, Ohio State University

• Ho-Chieh Lin, The Ohio State University - Columbus