Beyond knowledge exchange: doctoral training, collaborative research and reflective pedagogies in human geography

This paper examines the pedagogies of collaborative doctoral education. Collaborative studentships link academy to wider societal concerns and aim address unease about employability post-PhD. Dominant discourses collaboration by UK Research Innovation (UKRI), its associated research councils, give primacy importance knowledge exchange within By drawing on my own experiences undertaking a studentship this articulates benefits reflective pedagogical approach studentships. pedagogy is both way in which collective aims are potentially accomplished an opportunity understand more institutions, systems environments relationship embedded. resonates with participatory geographies literature body work can be drawn support students explore relational dynamics process reflect role university. A highlights relationships that produced through it attending these inner socio-political worlds their non-academic partners