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Editorials

Vol. 2 No. 3 (2022): Autoethnography in online doctoral education

Introducing 16 doctoral autoethnographers in an online PhD programme

DOI:
https://doi.org/10.21428/8c225f6e.6757685c
Submitted
9 August 2026
Published
15-08-2026

Abstract

This special issue consists of 16 autoethnographies and a collective reflection written by doctoral students while participating in the first module of an online PhD programme, e-Research and Technology Enhanced Learning (TEL), at the Department of Educational Research at Lancaster University in the UK. The programme, each year, welcomes an international cohort of about 25-30 new doctoral students who are working professionals in different educational and cultural contexts. These students, who are also performing multiple social roles in their personal lives, choose to enrol in this particular online programme as it offers greater accessibility and flexibility than other campus-based programmes. For many, online education is almost the only feasible option to obtain a PhD degree without disrupting their established professional and personal lives too much. However, it is crucial to develop a realistic sense of the accessibility of online doctoral education. Whether online or not, doing a PhD is a massive challenge for all doctoral students who are likely to experience some degree of disruption and destabilisation in their everyday routines, habits, and relationships (Lee, 2020a). Although the physical flexibility of the online PhD programme allows them to embark on their studies without leaving their living and working contexts, completing the academic requirements of the programme as a part-time student alongside all other responsibilities can be extremely challenging.

References

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